Council Part a Open Agenda 21.10.19 - 0

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COUNCIL PART A OPEN AGENDA 21.10.19 - 0. Cover page Agenda, 21.10.19

Council

21 October 2019

4:00pm to 6:00pm

1 COUNCIL PART A OPEN AGENDA 21.10.19 - 00. COUNCIL, 21.10.19 AGENDA PART A

Council Agenda Part A (Open Agenda) 21.10.19 4:00pm

Page #

1. APOLOGIES The Chancellor moves that the apologies, Ms Newsome be noted.

2. DISCLOSURES OF The attention of Members is drawn to the Conflicts of Interest Policy The Chancellor moves that the INTEREST BY and the need to disclose any interest in an item on the Agenda of the disclosures, if any, be noted and the action MEMBERS meeting as set out in s175 of the Education Act 1989. taken be endorsed.

In accordance with the provisions of the Conferment of Academic Qualifications and Academic Dress Statute 1992 the 10 Chancellor will confer the degrees listed (as attached) by stating: 3. CONFERMENT OF By the authority vested in me by resolution of The University of Auckland Council I, SCOTT ST JOHN, Chancellor, DEGREES confer the degrees stated upon those who, within their several faculties, have satisfied the requirements of this University.

In accordance with the provisions of the Conferment of Academic Qualifications and Academic Dress Statute 1992 the 13 Chancellor will award the diplomas listed (as attached) by stating: 4. AWARD OF By the authority vested in me by resolution of The University of Auckland Council I, SCOTT ST JOHN, Chancellor, DIPLOMAS award the diplomas stated to those who, within their several faculties, have satisfied the requirements of this University.

14 5. COUNCIL 5.1 Council, Draft Minutes (Part A), 26.08.19 The Chancellor moves that the Minutes MEETINGS (Part A), 26.08.19 be taken as read and

confirmed.

5.2 Matters arising from the Minutes (Part A), 26.08.19 not

elsewhere on the Agenda With regards to item 10.3: The processions scheduled for Graduation on 24.09.19 had to be cancelled because of the weather.

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6. VICE- 22 The Chancellor moves that the Vice- CHANCELLOR’S Chancellor’s Report be noted. REPORT

7. REPORTS OF 7.1 AUDIT AND RISK COMMITTEE COUNCIL 68 COMMITTEES 7.1.1 Minutes (Part A), 02.10.19 The Chancellor moves that the Audit and Risk Committee Minutes (Part A), 02.10.19 be received.

7.2 CAPITAL EXPENDITURE COMMITTEE The Chancellor moves that the Capital 70 7.2.1 Minutes (Part A), 25.09.19 Expenditure Committee Minutes (Part A), 25.09.19 be received

7.3 FINANCE COMMITTEE

7.3.1 Minutes (Part A), 25.09.19 The Chancellor moves that :  the Finance Committee Minutes (Part A), 73 25.09.19 be received; and

7.3.2 Domestic Student Fees 2020 and International Student  the Report on Domestic Student Fees 2020 78 Fees 2021 and International Student Fees 2021 be received; and THAT Council: a) Approve the attached Domestic Fees Schedule for 2020; b) Approve the attached International Fees Schedule for 2021; c) Authorise the Vice-Chancellor to assign any new programmes, or programmes becoming newly available to international students in 2021, to an appropriate band to enable offers to be made during the recruitment cycle, and report these decisions back to Council; d) Authorise the Vice-Chancellor to set fees for University programmes delivered offshore and to report those Council Agenda 21.10.19 Page 2 of 11

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to the Council meeting immediately following; e) Authorise the Vice-Chancellor to authorise faculty Deans to award bursaries (effectively a discount) on international fees on the understanding that this should drive volume, that the published fee remains at the approved rate and that standard University overheads are not compromised; and f) Approve the Compulsory Student Services Fee at $7.86 per point (GST inclusive), g) Authorise the Vice-Chancellor:  To exempt from the CSSF those students outside NZ (e.g. those students on an exchange programme) and those students in non-formal programmes such as New Start  To reduce the CSSF proportionally for those programmes fully delivered at locations where only a subset of student services are able to be accessed h) Approve the attached Other Fees Schedule for 2020 i) Consider Sections 5.5, 5.6 and Appendix C in Part B of the meeting.

7.4 RŪNANGA

7.4.1 Terms of Reference of Rūnanga – revised and current – The Chancellor moves that the revised deferred from the Council meeting of 26.08.19 Rūnanga Terms of Reference be approved 145

7.5 STUDENT APPEALS COMMITTEE The Chancellor moves that the Student Appeals Committee Report be received. 150 7.5.1 Report, 08.07.19

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The Chancellor moves that the 151 8 SENATE MATTERS 8.1 REPORT OF SENATE, 23.09.19 recommendations in Part A of the Report of

Senate, 23.09.19 be adopted and Parts B Part Ai, 1 - 8: Reviews to be received by Council and C be noted Part Aii, 9 - 12: Policy and other matters requiring Council approval Part B, 1: Matters for noting by Council Part C, 1-2: Matters handled under Delegated Authority

9 CORRESPONDENCE No items received. REFERRED BY THE CHANCELLOR

10 OTHER MATTERS 10.1 SEAL The Chancellor moves that the affixing FOR DECISION OR of the seal to the listed document be NOTING Since the Council meeting on 26.08.19 the seal has been noted. applied to the following document in accordance with the Council resolution of 18.02.1991:

1. Deed of Lease – 70 Stanley Street, Parnell- L2 & part of the GF of the Building and car parks as stated in the Deed – Windsor Park Leasing Ltd (Landlord) & The University of Auckland (Tenant)

10.2 RESCINDMENT 156

10.2.1 Memorandum, 08.10.19 from Margaret Allen, Manager, The Chancellor moves that the Scholarships and Graduation regarding the rescindment of the Memorandum, 08.10.19 from the Manager, Master of Professional Studies (Food Safety) awarded without Scholarships and Graduation be received class of Honours to the above student. and that Council rescind the Master of Professional Studies (Food Safety) conferred in May 2019 to the named student and confer the Master of Professional Studies (Food Safety) with First Class Honours

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10.3 PASTORAL CARE OF STUDENTS IN UNIVERSITY The Chancellor moves that Council note 157 ACCOMMODATION the Pastoral Care of Students in University Accommodation 10.3.1 Memorandum from the Associate Director Campus Life (Accommodation), Mr Rengers regarding the provision of pastoral care in University of Auckland Student Accommodation.

10.3.2 Letter regarding accommodation from the Chief Executive of the Tertiary Education Commission, Mr Fowler to TEI Council Chairs.

10.3.3 Pastoral Care in Accommodation

10.4 HONORARY DEGREES AND AWARDS The Chancellor moves that Council adopt 276 the Honorary Degrees and Awards Statute 10.4.1 Memorandum, 29 September 2019 from the Vice-Chancellor 2019. regarding proposed amendments to the Honorary Degrees and Awards Statute 1998.

10.4.2 Proposed Honorary degrees and Awards Statute 2019.

10.4.3 The current Honorary Degrees and Awards Statute 1998.

11. ELECTIONS - 11.1 REAPPOINTMENT OF SKILLS-BASED MEMBERS OF The Vice-Chancellor moves that both 280 APPOINTMENTS COUNCIL Scott St John and Jan Dawson be appointed to the University Council as a skills-based The Registrar takes the Chair for this item. members, each for a further term of four years. 11.1.1 Memorandum, 09.09.19 from the Vice-Chancellor regarding the reappointment of skills-based members of Council.

The Registrar takes the Chair for the first part of this item.

11.2 ELECTION OF CHANCELLOR FOR 2020 Note that, under:  s177(3) of the Education Act 1989, the Chief Executive, staff members and the student member are not eligible to be elected as Chancellor or Pro-Chancellor.  s177(4) The Chairperson and Deputy Chairperson of a Council each hold office, subject to this section, for 1 year but are eligible for re-election. Council Agenda 21.10.19 Page 5 of 11

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 The election of Chancellor and Pro-Chancellor will take place for a period starting on 01.01.2020 and ending 31.12.2020.

Procedure for Election of Chancellor Council 12.07.1974 resolved: 1. The Registrar to call for nominations – each nomination to have a proposer and a seconder. 2. Should one nomination only be received the person nominated to be declared elected. 3. Should more than one nomination be received then a secret vote be held as follows: (i) Each member of Council entitled to vote be asked to write the name of the candidate for whom (s)he wishes to vote on a voting paper. (ii) The voting papers to be collected and the Registrar and one other member of the administrative staff to act as scrutineers. (iii) The Registrar to declare the nominee gaining the highest number of votes elected. In the event of an equality of votes the election shall be determined by lot.

11.3 ELECTION OF PRO-CHANCELLOR FOR 2020

The Chancellor resumes the Chair for this part of the item.

S177 of the Act provides: 1. At the first meeting of a Council the Council shall elect one of its members to be the Deputy Chairperson of the Council. 2. Whenever a vacancy subsequently occurs in the office of Chairperson or Deputy Chairperson of the Council, the Council shall elect one of its members to fill the vacant office. 3. The chief executive, a member of staff or a student member are not eligible for election as the Deputy Chairperson. 4. The Deputy Chairperson holds office for 1 year. 5. The Deputy Chairperson of the Council of a university may be referred to as the Pro-Chancellor or by such other title as the Council determines.

11.4 ELECTION OF THE STUDENT REPRESENTATIVE ON The Chancellor moves that the 281 COUNCIL memorandum. 11.10.19 from the Returning Officer be received and Mr Junyi (Johnny) 11.4.1 Memorandum, 11.10.19 from the Returning Officer, Mrs Wang be appointed as the student Adrienne Cleland representative on Council for a one year term (1 November 2019 – 31 October 2020).

11.5 SHORTLISTING COMMITTEE FOR THE APPOINTMENT OF The Chancellor moves that Council 283 THE MĀORI REPRESENTATIVE ON COUNCIL appoint a short-listing committee as mentioned and nominate the one additional member. Council Agenda 21.10.19 Page 6 of 11

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11.5.1 Memorandum, 10.10.19 from the Chancellor regarding the Shortlisting Committee for appointment of the Māori representative on Council.

11.6 ELECTIONS OF STAFF REPRESENTATIVES ON COUNCIL The Chancellor moves that Council note the elections of staff representatives on The elections of one permanent member of the academic Council. staff elected by the permanent members of that staff and one permanent member of the professional staff elected by the permanent members of that staff will run from 12pm on 23.10.19 and finish at 12pm on 06.11.19.

12. FAREWELL Mr George Barton will be ending his term of office on Council on The Chancellor moves that Council thank 31.10.19. Mr George Barton for his contribution to the work of Council.

13. GENERAL None BUSINESS

14. LEAVE OF ABSENCE ( for the meeting of 09.12.19)

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PUBLIC EXCLUSIONS

The Chancellor moves that the public be excluded from Part B of this meeting.

General subject of each matter to be considered: Item No. 1.1 Council Meeting Minutes (Part B), 26.08.19 Item No. 2.1.1 Audit and Risk Committee Minutes, 02.10.19 Item No. 2.2.1 Capital Expenditure Committee, Minutes (Part B), 25.09.19 Item No. 2.2.2 Capital Expenditure Committee, Minutes (Part B), 04.10.19 (electronic meeting) Item No. 2.2.3 Business Case Item No. 2.2.4 Accommodation Portfolio Summary 2017 to 2028 Item No. 2.2.5 Impact of an above projected Price Increase of 1 % Item No. 2.3.1 Finance Committee, Minutes (Part B), 25.09.19 Item No. 2.3.2 Financial Performance and Forecast for 2019 Item No. 2.3.3 Recreation & Wellness Centre – Contract Commitment Authorisation Item No. 2.3.4 Domestic Student Fees 2020 and International Student Fees 2021 (Sections 5.5 and 5.6 and Appendix C) Item No. 2.4.1 University Honours Committee Reports Item No. 2.5 Naming Committee Reports Item No. 3.1 Letter to the Chancellor

Reason for passing this resolution in relation to each matter:

The protection of the interests mentioned below.

Grounds under section 48(1) for the passing of this resolution:

Those in Section 9 of the Official Information Act 1982 namely: i) To protect the privacy of the persons referred to in the recommendations and to maintain the confidentiality of those recommendations; ii) To enable the University to carry on without prejudice or disadvantage negotiations; and iii) To prevent the disclosure or use of Official Information for improper gain or advantage.

AND THAT Adrienne Cleland, Peter Gudsell, Simon Neale, Brendan Mosely, Micheal Rengers, Todd Somerville and Wendy Verschaeren be permitted to remain for this part of the meeting, after the public has been excluded, because of their knowledge of, or need to be briefed about, the matters to be discussed. This knowledge, which will be of assistance in relation to the matters to be discussed, is relevant to those matters because they relate to aspects of the administration of The University of Auckland for which those persons are responsible.

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3. 3

The University of Auckland Council Monday 21 October 2019

CONFERMENT OF DEGREES DOCTOR OF PHILOSOPHY

Keegan Jonathan Flood in Mathematics John Aubrey Hewitt in Civil Engineering Halvor Hosar in Music Dillon Alexander Landi in Education Guangyun Li in Biological Sciences Tanya Ngaire Eva Ruby Poppe in Optometry Girish Singh Ramlugun in Bioengineering Win Min Tun in Bioengineering Shuqi Wang in Biological Sciences

MASTER OF ARCHITECTURE (PROFESSIONAL) WITH SECOND CLASS HONOURS FIRST DIVISION

Jordan Abraham Breetvelt Se Jin Chun

MASTER OF ARCHITECTURE (PROFESSIONAL) WITH SECOND CLASS HONOURS SECOND DIVISION

Craig Brian Carvalho

MASTER OF ARTS WITH FIRST CLASS HONOURS

Shannon Hotu Eldridge in Criminology MASTER OF ARTS WITH SECOND CLASS HONOURS FIRST DIVISION

Khaled Soltan in Media, Film and Television

MASTER OF COMMERCE WITH FIRST CLASS HONOURS

Qi Wang in Marketing

MASTER OF ENGINEERING STUDIES WITH FIRST CLASS HONOURS

Ardila Johan Erdiansyah in Electrical and Electronic Engineering

MASTER OF HEALTH PSYCHOLOGY WITH FIRST CLASS HONOURS

Vinayak Dev

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MASTER OF HERITAGE CONSERVATION WITH FIRST CLASS HONOURS

Jean Marilyn Keay in Built Heritage

MASTER OF INTERNATIONAL BUSINESS WITH DISTINCTION

Minh Thuy Tran MASTER OF LAWS WITH MERIT

Mellina Cristina Bortoli Caliman in Corporate and Commercial Law MASTER OF LEGAL STUDIES WITH SECOND CLASS HONOURS SECOND DIVISION

Taryn Liaan Muir in Public Law MASTER OF PHILOSOPHY

Ashna Sharan MASTER OF PROFESSIONAL STUDIES WITH SECOND CLASS HONOURS FIRST DIVISION

Qian Wang in Education

MASTER OF URBAN PLANNING (PROFESSIONAL) WITH SECOND CLASS HONOURS FIRST DIVISION

Catherine Diana Bannister

BACHELOR OF ENGINEERING (HONOURS) WITH SECOND CLASS HONOURS SECOND DIVISION

Marisa Binti Abdul Manaf in Chemical and Materials Engineering

BACHELOR OF SCIENCE (HONOURS) WITH FIRST CLASS HONOURS

Emma Ann OBrien in Earth Sciences Gina Grace Swanney in Earth Sciences

BACHELOR OF COMMERCE

Jessica Choy Connor James Vincent Porter Fangyi Wan

BACHELOR OF EDUCATION (TEACHING)

Alexandra Ellen Donaldson

BACHELOR OF LAWS

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Tamzen Theresa Dunn

BACHELOR OF SCIENCE

Alin Mihai Corpodean Sparsha Karingula

BACHELOR OF SCIENCE (CONJOINT)

Denisha Chetty

12 COUNCIL PART A OPEN AGENDA 21.10.19 - 04. AWARD OF DIPLOMAS The University of Auckland 4. Council Monday 21 October 2019 AWARD OF DIPLOMAS 4 POSTGRADUATE DIPLOMA IN EDUCATION

Juanyuan Chang

POSTGRADUATE DIPLOMA IN LANGUAGE TEACHING

Fanqi Meng

POSTGRADUATE DIPLOMA IN SCIENCE

Kelly Rebecca Nagy in Environmental Management

POSTGRADUATE DIPLOMA IN SOCIAL WORK

Fuatino Taliaoa Petelo

GRADUATE DIPLOMA IN TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Mirian Martin Ortega

Page 1 of 1

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Council Minutes Part A (Open Minutes) 26 August 2019

Mr St John (Chair), Professor McCutcheon (Vice-Chancellor), Mr Daniell, Ms Tarrant, PRESENT: Associate Professor Kawharu, Mrs Dunphy, and Mr Barton 5.1

Professors Morrow and Metson, Mrs Cleland, Mr Gudsell, Ms McNaughton, the IN ATTENDANCE: Women In Leadership Participants for 2019 and Mrs Verschaeren

RESOLVED that the apologies be noted. 1. APOLOGIES Mr Ferrier, Sir Ralph Norris, Ms Dawson, Ms Newsome, Associate Professor Sims

2. WELCOME The Chancellor welcomed the Women In Leadership Participants for 2019

3. DISCLOSURES OF The attention of Members was drawn to the Conflicts of Interest Policy and the No further disclosures were made. INTEREST BY need to disclose any interest in an item on the Agenda of the meeting as set out in MEMBERS s175 of the Education Act 1989.

4. CONFERMENT OF With the authority of Council, the Chancellor conferred the degrees as per the schedule provided to the meeting. DEGREES

5. COUNCIL MEETINGS 5.1 Council, Draft Minutes (Part A), 10.06.19 RESOLVED (Chancellor/Ms Tarrant): that the Minutes (Part A) of the Council meeting held on 10.06.19 be taken as read and confirmed.

5.2 Matters arising from the Minutes (Part A), 10.06.19 No mattersnot elsewhere arising on the Agenda.

RESOLVED (Chancellor/Mr Daniell): that the 6. VICE-CHANCELLOR’S The report was taken as read. Vice-Chancellor’s Report be noted. REPORT The Vice-Chancellor presented the Report and he highlighted the following:

The University continued to have a very good track record regarding health and safety. However, since the report was written, there had been a second significant health and safety issue involving a contractor. The person involved had suffered a

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severe cut on their hand when handling a glass panel in the new Engineering building. This incident would be included in the Vice-Chancellor’s report for the October meeting. Notwithstanding this incident, the total number of health and safety issues remained very low.

In addition to the alumni events mentioned under point 3.19, an additional event took place recently in Tonga; it was held by the Deputy Vice-Chancellor (Strategic Engagement), Professor Jenny Dixon and the Pro Vice-Chancellor (Pacific), Associate 5.1 Professor Damon Salesa and had been well attended by alumni. Point 3.20 in the second line should read: “...had not only been met, but had also exceeded.”

7. REPORTS OF COUNCIL 7.1 CAPITAL EXPENDITURE COMMITTEE RESOLVED (Chancellor/Mr Daniell): that the COMMITTEES Capital Expenditure Committee Minutes (Part 7.1.1 Minutes (Part A), 19.07.19 A),19.07.19 be received.

7.2 FINANCE COMMITTEE RESOLVED (Chancellor/ Mr Daniell): that the Finance Committee Minutes (Part A), 24.07.19 7.2.1 Minutes (Part A), 24.07.19 be received.

The Chief Financial Officer (CFO), Mr Peter Gudsell spoke to this item and, more specifically, to the highlights of the Forecast Financial performance for 2019. He drew Council’s attention to the continued satisfactory financial performance, which was the benchmark the University held itself to. Of particular interest was that the student numbers continued to grow this year with both domestic and international student numbers rising.

In response to a question from a member of Council, the CFO explained that the approval of the new borrowing limit of $600m was still in progress and it was anticipated that, when the approval would come though, it would include the requirement of monitoring and reporting.

7.3 RŪNANGA

7.3.1 Memorandum, 19.06.19 from the Pro Vice-Chancellor (Māori), Professor RESOLVED (Chancellor/Mrs Dunphy) that: Cindy Kiro, regarding the Terms of Reference of Rūnanga Memorandum, 19.06.19 from the Pro Vice- 7.3.2 Terms of Reference of Rūnanga – revised and current Chancellor (Māori), Professor Cindy Kiro, be received and the revised Rūnanga Terms of The following comments were made: Reference be deferred to the October  The Terms of Reference currently did not refer to the Treaty of Waitangi. One of meeting. the duties of Rūnanga was to inform Council on all matters Māori and one of the functions of Council was to acknowledge the principles of the Treaty of Waitangi. It might be appropriate to investigate whether the acknowledgment the principles of the Treaty of Waitangi should also be included in the Terms of Page 2 of 12 Council Minutes, 26.08.19

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Reference of Rūnanga.  Although the current membership of Rūnanga included elected members, there had been no elections in the last years, as it had been challenging to get nominations. In the proposed new membership, only the student representatives would be elected (by Ngā Tauira Māori); the other members would be ex officio or appointed by the Pro Vice-Chancellor (Māori). Council noted that Rūnanga was actually an open forum, but, as a statutory body, it also reported to Council and 5.1 needed to have members who could make the relevant decisions. Council asked if the Pro Vice-Chancellor (Māori) could investigate whether the membership of Rūnanga needed to continue having elected members.

Council asked that the above comments be relayed to the Pro Vice-Chancellor (Māori) and deferred the item to the meeting in October.

8. SENATE MATTERS 8.1 REPORT OF SENATE, 22.07.19 RESOLVED (Chancellor/Associate Professor Kawharu):that the recommendations in Part A This item was presented by Professor John Morrow, Deputy Vice-Chancellor of the Report of Senate, 22.07.19 be adopted (Academic) (DVC(A)). and Parts B and C be noted

He drew Council’s attention to the following:  The Review of the Department of Accounting and Finance: This review considered the need for the Accounting programme to enable its students to meet the necessary requirements when entering the accounting profession. The recommendations included in particular the strengthening of the data analytics and finance component of the degree.  The Review of Te Kupenga Hauora Māori: this review identified a number of challenges for the unit. These issues derived from its distinctive position in the Faculty of Medical and Health Sciences. It was an academic unit in its own right, but its Head also had leadership responsibilities across the Faculty.  A range of CUAP Amendments. These included a number of new programmes; more specifically a new specialisation in Structural Engineering for the Bachelor of Engineering (Honours) which would be managed by the Civil Engineering Department. This specialisation was a response to the post- Christchurch earthquake situation. The second significant new programme was the Master of Marine Conservation.  A new Teaching Capability Model: Teaching Well at the University of Auckland (TeachWell@UoA). This framework had been developed by a working group, Chaired by Professor Graeme Aitken. It identified areas of teaching activity and determined criteria for evaluation. The aim was to raise the general teaching quality at the University and improve student experience. The Framework had implications for the Academic Development and Performance Review process.  The 2020 Proposed programme Limitations. These were not a matter of

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controversy this year. A typographical error was noted on p. 37 of the document where in the last column, the proposed limits for the LLB Part II should read 410 and 420.

Part Ai, 1 - 4: Reviews to be received by Council Part Aii, 5 - 11: Policy and other matters requiring Council approval Part B, 1: Matters for noting by Council 5.1 Part C, 1-2: Matters handled under Delegated Authority

The CUAP Proposals listed in the above report under Aii,5 were approved by the Vice-Chancellor by delegated authority on 23.07.19 to allow for their submission to CUAP on 01.08.19.

Council asked management to look at expanding the content of the Senate Report to provide more detail, especially when a large quantity of documents required Council approval.

9. CORRESPONDENCE No items received. REFERRED BY THE CHANCELLOR

10. OTHER MATTERS FOR 10.1 SEAL DECISION OR NOTING Since the Council meeting on 10.06.19 the seal has been applied to the following RESOLVED (Chancellor/Mrs Dunphy): that documents in accordance with the Council resolution of 18.02.1991: the affixing of the seal to the listed documents be noted.

1. Facilities Agreement & Acknowledgement to ANZ Bank New Zealand Ltd from The University of Auckland - University of Auckland (Borrower) and ANZ Bank of New Zealand Ltd (Lender) 2. Facilities Agreement & Acknowledgement to the Hong Kong & Shanghai Banking Corporation Ltd from the University of Auckland - University of Auckland (Borrower) and The Hong Kong & Shanghai Banking Corporation Ltd (Lender) 3. Facilities Agreement & Acknowledgement to MUFG Bank Ltd, Auckland Branch from the University of Auckland - University of Auckland (Borrower) and MUFG Bank Ltd, Auckland Branch (Lender) 4. Facilities Agreement & Acknowledgment to Industrial & Commercial Bank of China (New Zealand) Ltd from The University of Auckland - University of Auckland (Borrower) and Industrial & Commercial Bank of China (New Zealand) Ltd (Lender)

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5. Facilities Agreement & Acknowledgement to Commonwealth Bank of Australia, New Zealand Branch from the University of Auckland - University of Auckland (Borrower) and Commonwealth Bank of Australia, New Zealand Branch (Lender) 6. ISDA (International Swaps & Derivatives Association) 2002 Master Agreement – Kiwibank Ltd & The University of Auckland 7. ISDA (International Swaps & Derivatives Association) 2002 Master Agreement – ANZ Bank New Zealand & The University of Auckland 8. ISDA (International Swaps & Derivatives Association) 2002 Master Agreement – 5.1 Commonwealth Bank of Australia & The University of Auckland 9. ISDA (International Swaps & Derivatives Association) 2002 Master Agreement – The Hong Kong and Shanghai Banking Corporation Ltd & The University of Auckland 10. ISDA (International Swaps & Derivatives Association) 2002 Master Agreement – MUFG Bank Ltd & The University of Auckland 11. ISDA (International Swaps & Derivatives Association) 2002 Master Agreement – Industrial & Commercial Bank of China (New Zealand) Ltd & The University of Auckland 12. Deed of Lease – Part L3, Snelgar Building, Waitakere Hospital – Waitemata District Health Board (Landlord) & The University of Auckland (Tenant) 13. Deed of Surrender of Lease – Part L3, Snelgar Building, Waitakere Hospital – Waitemata District Health Board (Landlord) & The University of Auckland (Tenant) 14. Acknowledgement to the Hong Kong and Shanghai Banking Corporation Ltd – The University of Auckland pursuant to Clause 2 of a negative pledge deed dated 30/6/2011

10.2 UNIVERSITY OF AUCKLAND INVESTMENT PLAN 2020-2022 RESOLVED (Chancellor/Mr Barton) that: (i) The EPIC and statement from the Director 10.2.1 Educational Performance Indicator Commitments (EPIC) and statement from of Planning be received; the Director of Planning Mrs Pamela Moss (ii) The Investment Plan 2020-2022 be approved for submission to the Tertiary 10.2.2 University of Auckland Investment Plan 2020-2022 Education Commission (TEC); and (iii) The Vice-Chancellor be delegated the This item was presented by the Director of Planning, Mrs Pamela Moss. authority to vary the document as required She drew Council’s attention to the following: to take account of issues arising from discussions with TEC on the funding The Investment Plan 2020-2022 has been prepared according to the available for 2020 to 2022. requirements set out in the Gazette notice: Education (Proposed Investment Plans: Requirements, Content, Submission and Assessment; and Plan Summaries).

The Investment Plan was the main document by which TEC approved the funding for the University. It was reviewed by TEC and received a very positive response.

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The University performance commitments to include in the document were provided by TEC and could not be chosen by the University. The Plan included the University’s actual performance since 2014 and its proposed performance commitments. Because of a recent change to the Education Act and the requirements of the Investment Plan, the University was also required to include the performance commitments in the Annual Plan.

5.1 10.3 GRADUATION PROCESSIONS– UPDATE (tabled at the meeting) RESOLVED (Chancellor/Vice-Chancellor):that the Council note the Graduation Processions – Memorandum from the Manager of Scholarships and Graduation, Mrs update Margaret Crannigan-Allen

Following the Christchurch shootings, the University had held discussions with New Zealand Police regarding increased risk of “Vehicle as weapon” at public events. After further engagement with New Zealand Police, a traffic Management Firm and Auckland Transport on how to mitigate this risk, a new process was proposed for the September Graduation Procession. At this event, the traffic management firm would employ a rolling process using vehicles to block off the streets where and when the procession was passing. Council will receive a report about this at the meeting in October.

11. ELECTIONS – ELECTIONS – APPOINTMENTS RESOLVED (Chancellor/Ms Tarrant): that APPOINTMENTS Council:

11.1 Memorandum, 29.07.19 from the Chancellor regarding the Council Appointments Statute i) Adopt the revised Council Appointments Statute subject to the correction of typos, 11.2 Council Appointments Statute – revised ii) Approve the revised Council Appointments 11.3 Council Appointments Procedures – revised Procedures and attached forms

11.4 Elections Procedures – Revised iii) Approve the revised Election Procedures; iv) Approve the Contact List for Expressions 11.5 Contact List for Expressions of Interest for the Māori member of Interest for the Māori member; and 11.6 Statement of Skills and Experiences Sought Relevant to Vacant Positions v) Note the Statement of Skills and Experiences Sought Relevant to Vacant Positions.

12. GENERAL BUSINESS None

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13. LEAVE OF ABSENCE ( for the meeting of 21 October 2019) No leave of absence was requested.

5.1

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PUBLIC EXCLUSIONS

RESOLVED (Chancellor/Vice-Chancellor): that the public be excluded from Part B of this meeting.

The general subject of each matter to be considered while the public is excluded, the reason for passing this resolution in relation to each matter, and the specific grounds under section 48(1) of the Local Government Official Information and Meetings Act 1987 for the passing of this resolution are as follows: 5.1 General subject of each matter to be considered: Item No. 1.1 Council Meeting Minutes (Part B), 10.06.19 Item No. 2.1.1 Animal Ethics Committee Membership Report Item No. 2.2.1 University of Auckland Human Participants Ethics Committee Item No. 2.3.1 Auckland Health Research Ethics Committee Item No. 2.4.1 Capital Expenditure Committee, Minutes (Part B), 19.07.19 Item No. 2.4.2 Revised CEC terms of reference and revised delegations to the Vice-Chancellor Item No. 2.5.1 Finance Committee, Minutes (Part B), 24.07.19 Item No. 2.5.2 Financial Performance and Forecast for 2019 Item No. 2.6. University Honours Committee Reports

Reason for passing this resolution in relation to each matter: The protection of the interests mentioned below. Grounds under section 48(1) for the passing of this resolution: Those in Section 9 of the Official Information Act 1982 namely:

i) To protect the privacy of the persons referred to in the recommendations and to maintain the confidentiality of those recommendations; ii) To enable the University to carry on without prejudice or disadvantage negotiations; and iii) To prevent the disclosure or use of Official Information for improper gain or advantage.

AND THAT Adrienne Cleland, Professors John Morrow and Jim Metson, Peter Gudsell, Colleen Seth, Pamela Moss and Wendy Verschaeren be permitted to remain for this part of the meeting, after the public has been excluded, because of their knowledge of, or need to be briefed about, the matters to be discussed. This knowledge, which will be of assistance in relation to the matters to be discussed, is relevant to those matters because they relate to aspects of the administration of The University of Auckland for which those persons are responsible. The meeting closed at 5.50 p.m.

The meeting went into Public Excluded session at 5.15 p.m.

Approved as a true and correct record.

Scott St John, Chancellor Date

Page 8 of 12 Council Minutes, 26.08.19

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6. VICE-CHANCELLOR’S REPORT TO COUNCIL 21 October 2019

1. HEALTH AND SAFETY

Current Year Last 6 To Date Year End of Year Indicators (1 October) Actual Target Actual Target Forecast

87 Rates of accidents and injuries 515 452 379 ≤ 750 ≤ 750

Comment: There have been three notifiable incidents recorded in 2019.

There have been two ‘notifiable events’ since the last report: one involving a student who received a small splash of concentrated acid to an eye; the other to a contractor who came into contact with a poorly terminated live electrical cable. Neither person was badly injured, but the incidents were reported due to their potential severity. There was also an additional injury to a sub-contractor in the new Engineering building who sustained a badly lacerated hand when a large pane of glass fell from an A-frame. This incident was reported to WorkSafe NZ by the Principal Contractor in charge of the site as the PCBU with primary control. Of the total number of accidents and incidents reported by the University for 2019 to date, 0 are classified as ‘notifiable event’ involving ‘staff’, 1 for ‘students’, 2 for ‘contractors’ and 0 for ‘third parties’.

An update on developments follows:

Current HSW Issues 1. The University Health, Safety and Wellbeing Committee met on 17 September to discuss, inter alia:  Changes to health and safety risks recorded on the Enterprise Risk Register  Progress update on the asbestos project  Policy development on e-scooters and e-bikes  Proposed changes to WorkSafe guidance on hazardous substances 2. The University continues to deal with a number of confirmed and suspected cases of measles, the incidence of which is increasing in line with the wider national outbreak. An incident management team has been in place since 7 August, coordinating all communications to classes and other contacts. There have been 21 confirmed cases to date, comprising 15 students, 4 staff, 1 child in care and 1 visitor.

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Incident Data

The remaining information provides detailed health and safety lag indicator statistics for the University during the period 01 January– 30 September 2019. The incident data, including accidents, are presented at University level and broken down by Faculty or Service Division level, where appropriate. Additional Faculty and Division information has been provided in Tables 6 and 7.

Table 1: ‘Notifiable Event’ Occurrences by Month 6 *Usage is based on approximate employee headcount of 5,250 employees and 41,866 students. Serious Harm is a ‘notifiable event’ reported to WorkSafe New Zealand. Figures have been adjusted to reflect the date of incident occurrence not the date notified, as per previous reports.

Notifiable Event Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total

Employee 0 0 0 0 0 0 0 0 0 0 Student 0 0 0 0 0 0 0 1 0 0 Contractor 0 0 0 1 0 0 0 0 1 1 Third Party 0 0 0 0 0 0 0 0 0 0 Total 0 0 0 1 0 0 0 1 1 3

*Data added in retrospect. 3 Notifiable events for period January to September 2019.

Table 2: Injuries by Month

An Injury is defined as when “an accident has given rise to injury or ill health.”

Injury Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total

Student 0 5 18 11 15 5 3 6 5 68 Employee 18 26 19 17 31 24 25 19 6 185 Contractor 0 0 0 0 0 1 0 0 1 2 Third Party 0 0 3 0 0 0 3 0 4 10 Total 18 31 40 28 46 30 31 25 16 265

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Table 3: Incidents by Month

An Incident is defined as “any unplanned event having a potential for injury, ill health or damage to plant, property, equipment or the environment. This may also be termed a ‘near-miss’ or ‘close call’.”

Incident Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total Student 0 0 5 0 3 1 2 5 0 16 Employee 1 8 16 6 13 9 10 9 7 79 6 Contractor 0 0 0 0 1 1 0 0 0 3 Third Party 0 1 0 0 0 1 0 2 1 5 Total 1 9 21 7 17 12 12 16 8 103

Table 4: Treatment Required by Month

Table only shows treatment for employees.

Treatment Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total No Treatment 3 4 4 2 8 6 5 5 0 37 First Aid 11 16 7 10 15 13 16 13 4 105 Medical Treatments 4 5 8 5 8 5 4 1 2 42 Hospital 0 0 0 0 0 0 0 0 0 0 Total 18 25 19 17 31 25 25 19 6 184

Table 5: Lost Time Injuries by Month

Table only shows LTI for employees.

Lost Time Injury Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Total Number of LTIs 1 3 5 1 2 0 1 0 0 13 Total Days Off 0 0 0 0 0 0 0 0 0 0

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Table 6: Employee Notifiable Event Injury* Incident Total Faculty/Service Division Breakdown Employee Academic Services 0 7 0 7 Bioengineering Institute 0 0 2 2 Campus Life 0 17 10 27 Chief Digital Officers Office 0 2 0 2 Communications & Marketing 0 0 0 0 Equity 0 3 0 3 6 Faculty of Arts 0 13 4 17 Faculty of Business & Economics 0 12 3 15 Faculty of Creative Arts & Industries 0 4 3 7 Faculty of Education & Social Work 0 12 2 14 Faculty of Engineering 0 12 4 16 Faculty of Law 0 3 2 5 Faculty of Medical & Health Sciences 0 23 12 35 Faculty of Science 0 28 20 48 Finance 0 2 0 2 Human Resources 0 5 3 8 Information Technology Services 0 2 1 3 Libraries & Learning Services 0 4 2 6 Liggins Institute 0 1 3 4 Māori 0 0 0 0 Org Performance & Improvement 0 3 0 3 Planning & Information 0 0 0 0 Property Services 0 10 6 16 Research Programmes 0 0 0 0 School of Graduate Studies 0 0 0 0 Strategic Engagement 0 7 0 7 Tāmaki 0 0 0 0 UniServices 0 9 4 13 University Management 0 1 0 1 Total 0 180 81 261

* Notifiable event is included in the Injury Total. Note - data has been modified and back dated to reflect the changes in the service division restructures.

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Table 7: Employee Notifiable Event Injury* Incident Total Faculty/Service Division Breakdown Student Academic Services 0 0 0 0 Bioengineering Institute 0 0 0 0 Campus Life 0 0 12 12 Chief Digital Officers Office 0 0 0 0 Communications & Marketing 0 0 0 0 Equity 0 0 0 0 6 Faculty of Arts 0 1 1 2 Faculty of Business & Economics 0 0 1 1 Faculty of Creative Arts & Industries 0 0 1 1 Faculty of Education & Social Work 0 0 0 0 Faculty of Engineering 0 1 2 3 Faculty of Law 0 0 0 0 Faculty of Medical & Health Sciences 0 31 0 31 Faculty of Science 1 25 7 33 Finance 0 0 0 0 Human Resources 0 0 0 0 Information Technology Services 0 0 0 0 Libraries & Learning Services 0 0 1 1 Liggins Institute 0 0 0 0 Māori 0 0 0 0 Org Performance & Improvement 0 0 0 0 Planning & Information 0 0 0 0 Property Services 0 0 0 0 Research Programmes 0 0 0 0 School of Graduate Studies 0 0 0 0 Strategic Engagement 0 0 0 0 Tāmaki 0 0 0 0 UniServices 0 1 0 1 University Management 0 0 0 0 Total 1 59 25 85 * ‘Notifiable Event’ is included in the Injury Total

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Table 8: Nature of Report

Number of Incidents 2018 2019 Trend Reported Illness 0 1 ↑ by 1 Incident 135 81 ↓ by 54 Injury 375 278 ↓ by 97 Near Miss 12 22 ↑ by 10 Total 522 382 ↓ by 140 6

* Illness tally has been amended due to events being found to be "non-work related" after investigation. Investigation was done for 2018 and 2019 events.

Costs for Injuries 2018 2019 Trend Injury Costs for UoA $ 96,320.24 $ 42,620.79 ↓ by $ 53,699.45

2. ACCOMPLISHED AND WELL-SUPPORTED STAFF

2.1 On 10 September 2019, Emeritus Professor Graeme Aitken was formally acknowledged for his distinguished 42-year career with a Lifetime Achievement Award. Presented by Hon. Chris Hipkins, Minister of Education, at the annual ‘Prime Minister’s Education Excellence Awards’, the award was a fitting accolade for a popular and dedicated educator who spent nine years as the Dean of the Faculty of Education and Social Work. Graeme, who formally retired from the Dean’s role in 2017, currently works in Vice-Chancellor’s Office as the Director of Educational Initiatives, which includes Stem Online NZ.

2.2 Congratulations to Professor Cristian Calude in Computer Science who has been awarded the Romanian National Order ‘Faithful Service’ in the degree of Knight, by the President of Romania. The citation acknowledges the contribution of Professor Calude to the development of computer science and mathematics, as well as his “dynamic involvement in the sphere of cultural-educational relations between Romania and New Zealand”.

2.3 Congratulations to four University of Auckland staff who have received national Tertiary Teaching Excellence Awards in the 2019 round – Associate Professor Andrew Luxton-Reilly, Faculty of Science; Dr Ngarino Ellis, Faculty of Arts; Peter Bier, Faculty of Engineering; and Andrew Eberhard, Faculty of Business & Economics. Dr Ellis was nominated in the Kaupapa Māori category and Associate Professor Luxton-Reilly, Mr Bier and Mr Eberhard in the General Category.

2.4 Alex Thomas has been appointed to the position of Director, Research Strategy and Integrity. Alex has ten years’ experience in Research and Impact strategy development and delivery. She brings international experience from the UK, where she was responsible for contributing to the University of Liverpool 2026 strategy and overseeing the delivery of strategy across a devolved research service structure. She has managed major strategic projects, such as the UK Research Excellence Framework (REF) 2014 submission, as well as multi-million pound strategic bids such as the EPSRC Centres of Doctoral Training. Her previous roles in both faculty and central service

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divisions gives her a strong understanding of the operating environment of a research-intensive university such as the University of Auckland. This experience, as well as the work Alex has done over the last 12 months to form strong relationships across the University and with our colleagues at UniServices, will make a major contribution to the achievement of our strategic objectives in a very dynamic research landscape.

2.5 Dr Greg Murison has been appointed to the role of Executive Director Strategic Growth at UniServices. Greg trained as an immunologist at the University of Otago and worked as a scientist in the UK and in the School of Medicine at the University of Auckland before joining the New Zealand biotech start-up Genesis Research and Development in 1994. After a long career at Genesis, culminating in the roles of Head of Research and Development (2003-2004) and Chief Scientific Officer (2004-2010), Greg joined AgResearch where 6 he held a number of roles in science leadership and business development, including Partnership and Programme Director (2011-2016) and Research Director (2016-2019). In addition to his knowledge and experience engaging with granting bodies, commercial research partners and National and International research consortia, Greg brings with him the first-hand experiences gained as an active researcher in academia and in business.

2.6 Toni Laming has been appointed Executive Director Business Units at UniServices. Toni has worked in management and corporate strategy and development roles in a wide range of industries including fast-moving consumer goods, manufacturing, dairy and energy, and has led major teams in multiple countries. In addition to significant corporate roles, Toni also worked in the public-benefit arena. She is currently a Board Trustee of World Vision NZ and a facilitator for SpringBoard Trust, New Zealand's Strategic Leadership programme for school principals. Toni has a BSc in Chemistry/Applied Chemistry from the University of Kwazulu, Natal, South Africa and she is also a graduate of the Advanced Management Programme at INSEAD in France. She will take up position on 13 January 2020

2.7 Rachel Stansfield has been appointed to the new position of Associate Director Campus Life, Service Improvement. Rachel has had an extensive career in service improvement, business transformation, customer experience design and product design through a number of roles at Spark over the past 19 years. In this new role, Rachel will work closely with other Campus Life Associate Directors and other leaders across the University to develop student service improvement strategies and initiatives, especially where a great student experience requires work across multiple service areas.

2.8 Sean Smith has been appointed Associate Director Campus Life, Sports and Recreation. For the last ten months, Sean has done an excellent job serving as the Acting Associate Director for Sports and Recreation.

2.9 The embedding of Connect Business Relationship Managers (BRM) into faculties has focused on developing a greater understanding of technology opportunities. This has involved conversations with stakeholders in both Faculties and Service Divisions to better understand how application roadmaps and priorities may support Faculty needs. Key technology opportunities include:  The Faculty of Science Flexible IT Workspace (FlexIT) pilot results are being shared with the Science Advisory Board to improve visibility and awareness and to help prepare other Schools for the introduction of FlexIT.  The new Design School requirements include an interim BYOD approach. Other Design School technology needs include software requirements (approximately 300 individual software items), computer fleet ordering, as well as specialised technical equipment.

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 The new Faculty of Engineering Building 405 has a wide range of technology needs to be delivered. At this time, the delivery of technology is on track, including the computer hardware, print devices, a student-bookable room-booking system and a visitor- booking solution.  The Faculty of Arts have introduced Computer-based exams with no issues reported to date.

2.10 Improvements to the IT Portal have resulted in quicker outcomes that benefit staff and the Staff Service Centre (SSC). These improvements have enabled the proportion of tickets resolved by the SSC (rather than being referred to specialists in Connect) to increase from 45% to 57% over the last three months. 6 2.11 The New Zealand eScience Infrastructure (NeSI) has established a new range of high-performance computational data science applications to enable cutting-edge research and is facilitating a range of discussions with researchers on improving their computational data science skills and practices.

2.12 The objectives of the Academic Leadership Framework project are to provide clarity and consistency in academic leadership roles, provide a delegations framework that supports effective decision-making and ensure appropriate recognition and support is provided to those in academic leadership roles. VCDD has endorsed generic role descriptions and guidelines for faculty and LSRI leadership roles, which include the roles of Deputy Dean/Director and four core Associate Dean/Director roles. The guidelines cover a set of principles, the support package, workload support and the reporting lines, selection and appraisal. Faculty/LSRI-specific transition plans are to be developed. The Programme Director role is now being considered with the assistance of a number of staff undertaking these roles. Delegation framework principles and structures have been endorsed by Education Committee and Senate.

2.13 The IRiS Benefits Realisation and Transition programme of work continues with a focus on completing in-scope deliverables and transitioning ownership of operational activity and ongoing improvements to functional areas. The programme will close at the end of 2019 and scope to be delivered in that time includes; • Continued improvements to research reporting • Agreeing and setting of research KPIs and targets • Development of a research service improvement plan • The development of Service Standards for research support and for technical services.  Continuation of professional development for staff  Establishment of a CoP for Technical Services • Research accounting improvements and project budget simplification • Definition of the BAU governance model for the research and technical services  Accounting changes to manage research facilities and capabilities  IT system improvements for pre-award activity  A review of administrative support requirements for Research Centres

2.14 The Job Evaluation and Remuneration project will deliver a new job classification system for professional staff positions. The objective is to equip the University with a modern, robust, fair and transparent remuneration and reward framework for professional staff.

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2.15 The Recruitment Technologies Project is implementing a solution to improve the University’s online recruitment and onboarding experience for job applicants and new staff. The project went live on 2 September 2019. This included SmartRecruiters (the applicant tracking software), end-to-end system integration, and standardised business processes to support the recruitment of the best possible candidates through better applicant experience. SilkRoad Onboarding software has been implemented to manage all hires, after offer acceptance. This provides a consistent candidate experience, improves data integrity, reduces the effort to collect candidate data, and ensure acceptance of University policies. Jobs are now published externally on a new careers page on the University website and also through the University Facebook site. An extensive re-design of the HR Recruitment Staff Intranet pages is now available to provide comprehensive advice and guidance.

6 3. ABLE STUDENTS, SUCCESSFUL GRADUATES AND ALUMNI

Current Year Last Year To Date End of Year Indicators (1 October) Actual Target Actual Target Forecast

32&37 Total EFTS 33,805 34,280 34,127 34,342 34,207

30,31,35,36 % Research postgraduate EFTS 8.9% 8.9% 8.6% 8.7% 8.8%

29&34 % Taught postgraduate EFTS 16.3% 16.0% 16.0% 16.0% 16.0%

Comments on the KPIs: At a University level, EFTS have grown by 355 EFTS compared with this time last year (domestic and international). Now that the second semester and the fourth quarter have been finalised, there isn’t a lot of movement in the enrolments to be expected for the rest of the year. At the faculty level there is some movement between the current forecasts and the final end-of year-result but the variations between faculties make the current forecast a reliable outcome. The final EFTS forecast will be run in mid-October and will provide the final predicted outcomes for 2019.

Postgraduate taught masters enrolments (7T) have shown good growth this year. The growth has been in international masters enrolments, with domestic enrolments holding at 2018 numbers; this has resulted in overall level 7 taught postgraduate enrolments being above budget. At year-end, the undergraduate EFTS will be about 150 EFTS below budget (-0.5%) and research postgraduate about 20 EFTS (-0.7%) below compared with budget.

Domestic EFTS are at exactly the same level as at this point in 2018, although with a different distribution between the funding levels. Undergraduate EFTS have increased by over 30 EFTS and postgraduate research EFTS by almost 20 EFTS, but taught postgraduate EFTS (mainly associated with pre-service teacher education) have reduced by close to 50 EFTS. The value of the domestic EFTS is around 1% above the TEC-funded allocation and will be funded following the final SDR submission.

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International EFTS are already over budget by 170 EFTS, this will likely increase with another 20 EFTS by the end of the year. The taught masters programmes have contributed to the growth with further growth expected as the students associated with articulation agreements between Chinese university partners and the Faculty of Science progress to the honours and masters programmes. Almost 28% of our current international students are enrolled in PGT courses, while only 13% of our domestic-funded students are enrolled at that level.

Current Year Last Year To Date Indicators End of Year (1 October) 6 Actual Target Actual Target Forecast

41 Doctoral theses completions 394 411 347 520 447

40 Masters theses completions (PBRF eligible) 888 614 670 794 827

Comments on the KPIs: The number of research masters completions is on track to exceed the target of 794 completions. With 827 completions the forecast for the end of year is slightly lower than 2018, which was an exceptionally good year. The number of doctoral completions is forecast to be lower than the target, but remains above 2018 completions.

The number of commencing doctoral students, which provides the pipeline of future years’ completions, is higher than at this point in 2018. With 545 commencing doctoral students now enrolled, that is an increase of 43 students compared to last year. Of the 545 new doctoral students, 248 are local and 297 are from overseas, compared to respectively 229 and 273 in 2018.

3.1 Open Day, the University’s key undergraduate recruitment event, was held on 31 August. It was a very successful day with around 10,000 school leavers, family and whanau experiencing the campus, attending lectures and finding out about student life. Attendance appeared to be higher than in 2018, with lecture headcounts at 30,105, an 11.2% increase over 2018. Bus registrations were also up, 30% on 2018 and 76% on 2017. There were 188 sessions delivered on the day, including lectures, tours and activities.

A follow-up message has been sent to attendees who registered and was opened by 60% of them. Feedback included: “I thought it was so incredible. I was completely sold on going to XX University, however after the Open Day is will be a hard decision for me as I fell in love with Auckland University and the support and campus and facilities etc. I was blown away! Everything was so easy to find, the clear signage and helpful staff made it a breeze.” “Having the HOD of a particular large department turn up personally to present and to talk casually with students really does make an impact.”

The International Office and 360 International attended booths and gave presentations at the University Open Day.

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The International Office also held Open Days for UP Education, 3 September, and Taylors College, 12 September.

3.2 Mental Health Awareness Week occurred 23-27 September with the theme Be kind, take time. A number of events for both staff and students were hosted around the University. This was a University-wide initiative aiming to ensure both staff and students get the required help and support when it comes to mental health and wellbeing.

3.3 The FMHS Waka Ama team competed in the Queen Lili’uokalani Race on the Big Island of Hawaii in early September. They placed 6th in the mixed open category for the 29km paddle and 6th overall in the 12-person double-hull race.

3.4 The Accommodation team achieved level 3 accreditation in UniCAN. The University of Auckland is now the only unit in New Zealand 6 to be awarded level 3. UniCAN: Changing Alcohol Norms, is a 4-level accreditation programme, which comprises a set of national industry standards for university residential service providers to achieve and maintain.

3.5 On 12 September, Te Ako o Te Tui, the University’s largest Early Childhood Education Centre in Grafton, received their full operating license from the Ministry of Education.

3.6 A record number of 123 cyclists participated in the Recreation Centre’s annual cycling event, Tour de Gym. Overall, the event raised $515 for the Cancer Society.

3.7 The Women’s Tertiary Basketball Team won the women’s national final in Christchurch against AUT. University of Auckland student, Olivia Berry, was named the tournament’s MVP.

3.8 A “Digital Course Outline” pilot was launched on 16 September 2019. Feedback from Summer School courses will be used to refine the system in time for Semester One, 2020.

3.9 The latest Audio Visual over Internet Protocol (AV over IP) control system was installed in the new B405 Engineering Building. This system allows overflow facilities between any of the teaching spaces in the entire building.

3.10 The teaching technology fit-out is being prepared for the new Manukau Campus for use by 1 March 2020.

3.11 Over the last 12 months, the Student Digital Journey project has been working to improve the experience of University applicants, with the launch of a new ‘Apply to Study’ system. As of September, this system is now available for applications to all of the University’s undergraduate and postgraduate programmes (excluding doctoral) - making for an improved online experience for applicants, advisers and staff.

3.12 The Student Digital Journey team is now progressing the delivery of a new Agent Application Centre for international recruitment agents and a new tool for high-school students to help navigate the often-overwhelming study and career options available. The tool will provide study and career suggestions based on information these students provide about themselves and their interests. University staff have been visiting schools in the Auckland region to involve students in the design of the tool with a pilot scheduled for November

3.13 The admissions process for 2020 is well underway. Overall the number of domestic applicants for semester one is down slightly

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(-0.5%) on the equivalent date last year whereas the number of international applicants is up 15%. The decrease in domestic applicants is not unexpected as New Zealand school leaver numbers have been declining in line with demographic trends. The new Apply to Study application platform requires supporting documents to be provided up-front which may have an impact on these year-on-year comparisons through minor delays in the timing of applicant submissions. Having these supporting documents up-front is also expected to shorten University response times.

3.14 Fast-track offers to high-achieving domestic school-leavers will commence the first week of October. The offer process has been extended this year to include new programmes and New Zealand-based international school-leaver applicants.

3.15 Enrolment into all 2020 courses opens on Friday, 1 November 2019, and initiatives are in progress to improve the enrolment 6 experience by reducing the likelihood of students needing to submit concession requests.

3.16 Scholarships - a record number of applications was received for our four main school leaver scholarships – with over 3,000 applications being received by the closing date. The Committees have since met and scholarship offers will be made in the first week in October – many of these with an accommodation component. All committees commented on the high quality of the applications.

3.17 Spring Graduation took place on 24 September with a record 2250 graduands attending in person. Additional measures, including a Traffic Management Plan, were implemented in response to new security concerns and requirements. Unfortunately, the procession was cancelled on the day due to inclement weather.

3.18 On 27 September, the annual Blues Awards ceremony was hosted at the Pavilion on Old Government House lawn. Eight major awards, and 130 Blues, were presented to students who achieved in sports, arts and culture, innovation, and service and leadership. This was the first year the University ran an innovation category.

3.19 The CAI Design Programme will complement the University’s comprehensive educational offerings at the intersection of art, design and science. From 2020, the University will offer a Bachelor of Design degree together with a suite of conjoint options that allow students to pursue a second undergraduate degree alongside Design. There are conjoint options for Design and Advanced Science, Arts, Commerce, Engineering, Global Studies, Health Sciences, Law, Music, Property, and Science. A Master of Design degree will be added in 2021. Dr. Deb Polson, Head of Design, had already aligned the Design Programme with the United Nations’ Sustainable Development Goals (SDGs) when the University of Auckland was ranked 1st in the world for impact in the inaugural University Impact Rankings by Times Higher Education. Just like the University of Auckland, the Design Programme is about developing the world in a sustainable way and aims to prepare designers to tackle the significant local and global issues of our time, for jobs that don’t yet exist and technologies that have yet to be invented. Student enrolment in the undergraduate programme is tracking well. Staff recruitment is complete with key academic positions filled. The construction element of the project commenced in August. Physical works are on track for completion in January 2020.

3.20 The Doctoral Candidature Management project will deliver a personalised end-to-end online process for doctoral candidates, providing a world-class doctoral experience for our students. Haplo, the preferred solution vendor, has been onsite since early July and has commenced development activity. The project is anticipated to run until April / May 2020.

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3.21 STEM Online NZ is an interactive online teaching and learning resource for NCEA externally assessed standards in STEM (science, technology, engineering and mathematics) subjects. The online resources are funded by a private donor and the resource is available to all secondary schools in New Zealand, at no cost.

The project team is developing online resources in three subject areas; Mathematics, Physics and Chemistry. In additional to this, the team was contracted by the Ministry of Education to develop six Digital Technologies online courses in both English and Te Reo Māori. Due to the positive feedback from teachers and students to the first courses, the contract has been extended to include the development of a further six online courses. There are now 1,683 students from 96 schools registered and accessing STEM Online NZ resources and a further 211 schools and 5,551 students registered and using the Digital Technologies resources. 6 3.22 The goal of the Student Services Strategy initiative is to “develop and agree the Student Services Strategy and set up a programme for implementing identified key initiatives.” The aspiration or vision for the strategy is to provide a transformative and inspirational student services experience which encourages a lifelong connection with UoA. Themes from 2018 workshops with a diverse group of students and a wide range of academic and professional staff were collated and then distributed to participants in March 2019. Further workshops with stakeholders helped to strengthen the draft strategy which was endorsed by SLT for a two-month university-wide consultation commencing in July. Feedback is being collated and themed and will inform further refinement of the strategy prior to finalisation.

3.23 The following Alumni and Friends events took place in August and September:  On 14 and 15 August events took place in Melbourne and Sydney, attracting more than 50 guests at each. Both events were hosted by the Vice-Chancellor with the Associate Director of Development, Mary Jane Boland, as MC. Dean of Engineering Professor Nic Smith was guest speaker, addressing the For All Our Futures Campaign question “Can we propel NZ into a new space age?”  On 20 August an alumni and friends reception was held in Tonga and drew around 60 attendees. It was hosted by Deputy Vice- Chancellor (Strategic Engagement) Professor Jenny Dixon and Associate Professor Damon Salesa (Pro-Vice Chancellor, Pacific). The NZ High Commissioner Tiffany Babington and Dr Sisikula Sisifa addressed the gathering. The Shades, a group of four Tongan and Samoan students, sang to a very receptive audience.  On 11 September 40 Waikato-based alumni and friends attended an event in Hamilton hosted by the Vice-Chancellor. The guest speaker was Research Fellow, Marine Science, Dr Julie Hope, who addressed the question “Can we have clear rivers and seas?”

3.24 Raising the Bar 2019 was a great success with more than 1300 alumni, staff, students and members of the public participating. On 27 August in 10 bars around central Auckland, 20 University of Auckland lecturers gave talks on a wide variety of subjects. It was the third year in a row that the event has been held in Auckland. The event is a worldwide initiative aimed at making education part of a city’s popular culture. There was strong interest from the media, including from RNZ, which will be broadcasting talks nationwide over the coming months.

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4. HIGH QUALITY RESEARCH THAT BENEFITS SOCIETY

Current Year Last Year To Date End of Year Indicators (1 September) Actual Target Actual Target Forecast

Total external research 59&60 284.0 183.0 200.1 279.3 296.5 income earned ($M) 6

Comments on the KPIs: The financial forecast and actuals are as at 1 September because the actuals as of 1 October are currently not available. The total external research income remains above target and the forecast has been adjusted to reflect this.

4.1 The 2019 MBIE Endeavour Fund results for Research Programmes and Smart Ideas were announced on 16 September. The University was successful in being awarded two Research Programmes amounting to $18.9m, and eight Smart Ideas amounting to $7.9m, representing 11% of the national total of $240.8m, down on the results for 2018 of 16% of the national total.

5. A SUSTAINABLE, AUTONOMOUS UNIVERSITY

Current Year Last Year To Date End of Year Indicators (1 September) Actual Target Actual Target Forecast

75 Total revenue ($M) 1,202.0 905.4 1,085.8 1,213.6 1,247.8 Revenue achieved as a % of 92 101.2% 100.0% 119.7% 100.0% 102.7% budget

Comments on the KPIs: The current positive position is partially driven by the higher than budget EFTS contributed by international full fee students and by the in-advance payment of Fees Free support. The forecast reflects the increase in international EFTS compared to budget as well as the continued shift to higher-funded courses.

5.1 B405 Engineering is in the final commission and fit-out stages of the project. The construction market and supply chain in Auckland continues to be challenging and the project will handover approximately one month behind programme. The faculty move programme is

35 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

on target for all areas to move over the summer break. The Faculty of Engineering is expected to start using the building in some research areas in December.

5.2 Progress on the new Waiparuru Student Hall Site at 35 Whitaker Place continues to be challenging. The programme remains around eight weeks behind and has been impacted by adverse weather conditions. The Contract Completion date, 19 December 2019, will not be achieved, however the majority of the building will be ready for occupation in February 2020.

5.3 Park West B507 remains slightly behind programme due to subcontractor resource issues. Concentration of resources on Stage 1 will enable us to move Tamaki staff and students on time, including Clinics go-live. These resourcing challenges impact Stage 2, but teaching 6 spaces will be ready on time.

5.4 The Thomas Building B110 (SBS) Level 1 fit-out remains on target for completion despite unexpected building faults causing early delays. B110 Level 4 asbestos removal will be complete in mid-October, bringing the bulk of the asbestos works on this project to a close and leaving only a few small well-contained pockets to be addressed at future opportunities.

5.5 The Recreation and Wellness Centre (RWC) Detailed Design continues and the process for selecting the Main Contractor is advancing. Planning continues for the Sector 300 RWC Enabling and Interface Works with the initial preparatory works being undertaken during the Semester One/Two break. Two contractors have been appointed and works will commence as planned on 18 November 2019. Planning continues for the structural and fire upgrades to KEIC B315. A contractor has been appointed and work will commence as planned on 18 November 2019. Works to the temporary gym at 70 Stanley Street will commence in October with the aim of being complete and operational by Semester One 2020.

5.6 The South Auckland/Epsom Strategic Initiatives Programme has three major areas of focus:

1. Relocation of the Faculty of Education and Social Work (FESW), including the Epsom Marae, to the City Campus, and enabling all current Epsom-based teaching to be delivered from the City Campus.

2. Defining the University’s presence in South Auckland, post 2019, and provisioning a new Campus to enable that presence once the University vacates its current premises on the Manukau Institute of Technology (MIT) campus.

3. Defining the University’s future presence at Tai Tokerau, and preparing a brief for Property Services, that will enable that presence.

The design phase to relocate the Faculty of Education & Social Work from Epsom to the City Campus is well advanced with the completion of Concept Design for all of the discrete buildings and projects that make up the proposed FESW City Campus accommodation. Faculty engagement and briefing is also well advanced with the completion of round two of the FESW user group workshops and a third round to complete by mid-October. The first of the FESW to City enabling projects providing additional Pool Teaching in B201E Levels 3 and 4 has just completed Developed Design with the procurement process to be undertaken before the end of the year, allowing for construction to commence at the start of 2020. Development of the programme of physical works required to ready the spaces for the faculty, is anticipated

36 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

to be completed by the end of 2019. Work continues on scoping the aspects of the move that are not accommodation-related and forming and progressing the relevant working groups to support these.

A new South Auckland site has recently been secured at 6 Osterley Way, in central Manukau. The site will enable the continuation of our current activities in South Auckland, as well as additional future activities in regard to an extended Foundation Programme. The provision of a student commons, so that the University’s South Auckland-based students can have access to resources, study informally and collaborate at times when they are not attending the City Campus, has also been included in the property brief. Physical works commenced recently, with the intention being to have the campus ready for the commencement of Semester 1, 2020 teaching. Contingency options are being investigated, should the physical works encounter any unforeseen issues. 6

Given the aging condition of our current facility at Tai Tokerau, a range of options for how we maintain our presence at the site are being developed. A preferred option will be considered by the programme steering committee in November.

5.7 Construction work for the CAI design programme has commenced.

5.8 On 8 September, Prime Minister Jacinda Ardern announced a $6 million funding boost for mental health services nationwide, across 22 general practices, including the University of Auckland. This funding will allow the University to continue to provide supplementary support to students who are enrolled in the University Health and Counselling Service (UHCS).

5.9 MBIE has released for consultation, its Draft Research, Science and Innovation Strategy. A key focus of this strategy is incentivising research institutions to form a co-ordinated, dynamic network of research across horizons, and placing research infrastructure on a sustainable footing. In research infrastructure MBIE will focus on e-research, databases and collections, and international scale infrastructure collaborations. The strong focus on e-research has been directly influenced by the New Zealand eScience Infrastructure (NeSI) work on mapping out the New Zealand eResearch Ecosystem and on its own international benchmarking study. NeSI will make a further submission on this strategy before the deadline of 10 November 2019.

5.10 The Business Process Automation (BPA) Project is standardising, improving and automating high-volume processes to improve service quality and speed and to reduce work effort. After the initial benefits release, more processes have been identified for automation including in the Staff Service Centre, the Student support centres, Research Operations Centre and Finance. The Travel process improvement initiative went live with Phase 1 of the improved process late August 2019. The aim of phase 1 was to reduce administrative work, delays and incurred costs when ticketing deadlines are missed caused by late approvals. Overall feedback has been encouraging with the process being more efficient. The project team will follow up with ongoing communications to all users to ensure clarity on financial delegations and approvals. Phase 2 of the initiative has a focus on process automation and will be implemented after a process health check is completed late October. The first Robotics Process Automation course for software engineering students in the Faculty of Engineering kicked off in July as part of the University Academic Alliance with the robotics software vendor UIPath. The interest in the course exceeded expectations with more than 20 students enrolling and working on industry projects from Downer and PWC.

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5.11 New Zealand’s second national Sustainable Development Goals Summit, hosted jointly by the University of Auckland and AUT, brought together delegates from a wide cross-section of both public and private sectors. The summit’s success was due to the quality and diversity of the speakers and the audience. Delegates were inspired by a wide range of perspectives on the progress, challenges and opportunities for achieving the Goals internationally and in New Zealand’s unique context. Together they generated actions and plans for implementation. The summit also strengthened the leadership role of the University of Auckland in broadening the conversation to include health and social issues as well environmental issues.

5.12 The following new major gifts and pledges were received by ARD in July, August and September 2019: • $1m from John and Rose Dunn for scholarships to support Pasifika medical students; 6 • $600k from the Falkenstein University of Auckland Business School Charitable Trust to Vanguard entrepreneurial travel scholarships to Silicon Valley; • $300k from the Neuro Research Charitable Trust to support Parkinson’s disease research; • $300k from The Wallath Trust for scholarships to support medical students; • $216k from the estate of Alison Hanham to establish the Alison Herbert Hanham Endowed Scholarships in Arts; • $200k from Joanne Wilkes for the Amber McWilliams Memorial Scholarship for postgraduate study in English literature or drama; • $150k from the Freemasons Foundation for the Freemasons Centre for Brain Research; • $150k from Amelia Pais-Rodgriguez and Marcus Gerbich for motor neurone disease research; • $100k from Huanjiao Gan for fetal development research; • $100k matched funding from Li Ka Shing (Canada) Foundation for fetal development research; • $100k from Ian Billings for research into neuroendocrine cancer; • $75k from Wellington City Council for earthquake engineering; • $60k from the NEXT Foundation for the Summer Learning Journey Project at the Faculty of Education and Social Work; • $60k from Dance & Arts Therapy NZ to establish the Kotahitanga Korikori: Dance Movement Therapy for Community Empowerment Scholarship; • $56k from the Kate Edger Educational Charitable Trust for a Masters award; • $50k from the Sir Thomas and Lady Duncan Trust for motor neurone disease research; • $50k from the MSA Charitable Trust for the Summer Learning Journey Project; • generous support from Rocket Lab to launch the first satellite from students participating in the Auckland Programme for Space Systems; • a generous gift from Dr Beate Schuler to support the Dr Beate Schuler Science Research Fund;

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• $257k from Walter Linton for the Walter Linton Architecture Fellowship; • $250k from an anonymous donor to support the Centre for Science in Policy, Society and Diplomacy (SciPoDS); • $198k from The Allan & Joyce Ballantyne Medical & Surgical Education and Research Trust for endometriosis research; • $100k from Jasmax Ltd for the Jasmax Scholarship for Maori and Pacific students to study Architecture; • $100k from The Wallath Trust for scholarships for medical students; • $66k from I Have a Dream Charitable Trust for education research; 6 • $65k from the Department of Conservation for cetacean research; • $63k from the Hugo Charitable Trust for the Summer Learning Journey Project; • $50k from the Sir Thomas and Lady Duncan Trust for motor neurone disease research; and • a generous donation from Kerry McMillan for general purposes at the Liggins Institute.

5.13 Close to 100 people attended the Fitness, Finance and Philanthropy event on 25 September at the Fale Pasifika. Journalist and alumnus Andrew Patterson hosted a panel discussion which featured Professor Ngaire Kerse on the subject of ageing well, Mary Holm on finances and Pravir Tesiram on philanthropy. The evening was designed to provide helpful information for alumni and friends who are planning their retirement, while also presenting the opportunity to find out more about legacy giving to the University.

6. STRONG PARTNERSHIPS WITH KEY ORGANISATIONS AND COMMUNITIES

6.1 The Accommodation team hosted the Asia-Pacific Student Accommodation Association’s (APSAA) inaugural Aotearoa summit on 19- 20 September. APSAA represents over 1,000 professionals and 100,000 beds across New Zealand, Australia, and South East Asia.

6.2 The Deputy Vice-Chancellor (Research) was a speaker at the GFCC (Global Federation of Competitiveness Councils) Annual Meeting and Global Innovation Summit in Nur-Sultan, Kazakhstan on 17 and 18 September 2019, where he contributed to a panel on transformation of cities and led a workshop on Universities of the future. That was followed by a visit to the University of Bergen where he held meetings with the Vice-Rector for Global Relations and research collaborators from Hydro Norway.

6.3 The Deputy Vice-Chancellor (Research) attended a meeting of the Go8 Deputy Vice-Chancellors (Research) in Canberra on 2 October 2019.

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7. TREATY OF WAITANGI/TE TIRITI O WAITANGI PARTNERSHIPS FOR MUTUAL BENEFIT

7.1 The Office 365 Project has been renamed to Ngā Tira to reflect formation and co-ordination. The name was gifted through the involvement of Kaiārataki, Michael Steedman. 7.2 Progress on agreed key deliverables for the Office of the Pro Vice-Chancellor Māori:

 A Te Reo Language Plan was approved by SLT on 29 August 2019. This Plan will implement the Council’s Te Reo Māori policy approved in 2018 with three audacious goals to promote te reo usage and visibility within the University. This Plan is the first of its kind in the world. A Project Manager, Liane Penney, has been employed to develop the business cases and progress this to the 6 next stage over the next few months.  Discussions have been held with Ngāti Pāoa and nga iwi o Te Tai Tokerau through the Amokura Consortium about an appropriate Māori name for the University of Auckland. Thus far, all have indicated support for the name suggested by Ngāti Whātua. The Kaiarataki will now raise this with Kawerau A Maki. We expect to be able to advise Council by December of the proposed preferred name for the University.  New Terms of Reference for the Rūnanga, recommending appointment of members by the PVC Māori, have been submitted for approval following discussions with Māori Council members.  A Noho marae for SLT will be planned for 2020. The PVC Māori and Kaiarataki have been working with Andrew Phipps to plan for the powhiri and arrival of the new Vice Chancellor, Professor Dawn Freshwater, in mid-March 2020.  A Māori ethics seminar funded by the Pro Vice-Chancellor Māori is currently being planned by Ethics to develop the capability and responsiveness of researchers within the University to ethical considerations where research impacts Māori, or can benefit Māori.  The Vision Mātauranga working group (Chaired by the Kaiarataki) has submitted a VCSDF application in partnership the Office of Research Strategy and Integrity to establish support frameworks around policy and guidelines developed to guide approaches to engage with Māori in research. The funding, if secured, will also to work towards proposing an establishment of a Māori research advisory committee (Kāhui Rangahau) to oversee the policy and guidelines.  Te Ope Kaikōkiri Kaupapa is well established with formal monthly meetings. A collection of senior Māori advisors (mainly Kaiārahi) have hosted and given feedback on multiple projects.

7.3 Additional activities:  During August the PVC Māori was part of a four-person International Academic Review Panel for the Pontificia Universidad Católica de Chile, with a particular focus upon their Santiago and Villaricca campus relationships and strategic development in Southern Chile.  The PVC Māori delivered a keynote speech to the Women in Public Sector Leadership Conference in Auckland on 26 September.  The PVC Māori office has delivered a Tiriti o Waitangi workshop to Academic Heads in conjunction with the Chair of the AHAG in August.  The Kaiarataki has chaired and contributed to a Forum on International Trade and Growth with the Institute of Public Policy in September. 19

40 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

 The PVC Māori is on deferred 2018 Research Study Leave for most of September and October, only returning during this time to assist on the recruitment of the new Dean for the Faculty of Business and Economics and an investigation into Serious Misconduct. The Kaiarataki is Acting PVC Māori in her absence and has chaired the Rūnanga. During October, the PVC Māori will be based at Trinity College, University of Melbourne, where meetings have been arranged with the DVC Research, PVC Indigenous, other Professors and with staff and leadership of the Atlantic Fellowship for Social Equity.

8. A PUBLIC UNIVERSITY OF GLOBAL STANDING 6 8.1 The University was very pleased with two recent results in international rankings. In the recent THE World rankings, we moved back into the Top 200 at 179. The work of our academic staff is world-class, so it is great to see they have been acknowledged in the result of the recent THE World rankings. The University of Auckland is the highest ranked New Zealand University and ranks 9th in the Australasian region. The University scored highest in the internationalisation pillar which is scored on the basis of the percentage of international staff, students and co-authored publications. AUT was the only other New Zealand university to improve its score in the THE World ranking, it moved up one band from 301 to 250, to the 250 to 200 band. Victoria and Waikato Universities moved down a band to the 501 to 600 band.

8.2 In the QS Employability Ranking we moved up from 71st to 59th. We are again the top-ranked New Zealand University and 5th in Australasia. The University of Sydney is the top-ranked Australasian University at #4 in the world. Our graduate employment rate and employer reputation are key to our high ranking. Only 7 of the 8 New Zealand universities are ranked in the employability ranking. Otago and Victoria Universities are the next ranked New Zealand universities in the 251 to 300 band.

8.3 Auckland Online went live on 1 October 2019. The launch included the new Auckland Online website and the start of a marketing strategy to recruit prospective students for a March 2020 intake. Both the Faculty of Arts and Education & Social Work are on track to begin online course development in October this year. Additional programme recommendations have been presented to the Dean, Faculty of Science, with three high potential candidates for online delivery. Preliminary discussions with the Faculty of Business & Economics have also commenced.

8.4 Our award-winning Media Productions team was second runner-up in the 48hours film festival 2019. Their film ‘Toast’ was chosen as one of Sir Peter Jackson’s wildcards, and came 3rd out of the 530 teams that entered the 2019 competition.

8.5 The International Office was strongly represented at the New Zealand International Education Conference in Auckland, 7-8 August. Shane Ball moderated a panel discussion including Marcelo Credidio on Latin America; Ainslie Moore was a panel member for the Women in Leadership session and co-presented the Building Global Citizens session. Ainslie Moore and Easter Faasoo-Tuilagi presented on Supporting Indigenous Student Mobility.

8.6 William Ho and Grace Zhi attended the International Education Association of Australia Transnational Education Forum in Melbourne, 1-2 August.

8.7 Chandra Leenheer was a speaker at the International Education Association of Australia Learning Abroad Forum in Sydney, 15-16 August. 20

41 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

8.8 The Vice-Chancellor, Deputy Vice-Chancellor (Strategic Engagement) Professor Jenny Dixon and Professor Paul Clark met with senior leadership at Tsinghua and Peking Universities in Beijing on 3 September. The meetings discussed several projects and initiatives in progress.

8.9 On 4 September, the Vice-Chancellor, Professor Jenny Dixon, Professor John Hosking and Mr Brett Berquist attended the official launch of Aulin College at Northeast Forestry University (NEFU), Harbin, China. The joint college and articulation agreement between NEFU and the Faculty of Science was the culmination of three years of collaborations between both institutions. The Joint College with NEFU is named “Aulin College” which takes the first syllable of “Auckland” and the first syllable of “Linye” meaning Forestry in Chinese. The first cohort of students enrolled in September and will be taught in part by University of Auckland academic staff on NEFU’s Harbin 6 campus, transferring to Auckland in July 2022.

8.10 International Office staff attended the annual AmCham Awards Gala on 22 August and were awarded ‘highly commended’ in the bilateral relations category for their work partnering with and advancing Auckland’s commitment to IIE’s Generation Study Abroad initiative.

8.11 DVC (Strategic Engagement) Professor Jenny Dixon and International Office Network Manager Deborah McAllister attended the Association of Pacific Rim (APRU) Universities Senior International Leaders Meeting, 18-20 September, hosted by the University of British Colombia, Vancouver, Canada. The meeting focused on student mobility and examined ways in which APRU could enhance mobility programmes across the network.

8.12 International office staff (Brett Berquist, Karen Dorrian and Sarah Sung) attended the European Association for International Education conference in Helsinki, 25-27 September.

8.13 In August and September 2019, International Office staff were involved in recruitment and business development activity in the following countries: USA, Samoa, Tonga, Vietnam, Thailand, Philippines, Singapore, Indonesia, Malaysia and India.

Stuart N. McCutcheon Vice-Chancellor

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Government Meetings

DATE MEETING ATTENDING

6 August Education NZ CE Grant McPherson DVC(SE), IO Network Manager

6 August Nanjing University Vice President Professor Ziu Yajin and DVC(SE), International Office (IO) staff Vice Dean of International Students Dr Cheng Xu 6 7 August QS Intelligence Unit Commercial Vice President Jason DVC(SE), Director Planning Office, Director Newman International

12 August Chinese Consul General Mr Ruan Ping VC, DVC(SE) Confucius Institute (CI) Director

16 August Director-General Public Service Malaysia Mr Borhan DVC (SE), IO staff and UniServices Dolah/delegation

16 August University of Denmark Senior Vice President Technical DVC(SE), IO staff Professor Philip Binning and Laura Hammerschmidt (International Partnership Manager)

Key: VC Vice-Chancellor DVC(SE) Deputy Vice-Chancellor, Strategic Engagement IO International Office

43 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

Appendix 1 Auckland Bioengineering Institute

August 30 CIO New Zealand Kiwi bioengineer off to NASA Finbar Argus, one of three Kiwis selected programme at the NASA Ames Research Centre. 30 Voxy.co.nz Bioengineer jets off to NASA to study drones for Finbar Argus's research is looking at the aerodynamics of aircraft such planetary exploration as drones for planetary exploration, after being awarded NASA scholarship. 29 opengovasia.com Wearable tech allows people to feel music Suranga Nanayakkara and team have developed a wearable device 6 that allows the hearing-impaired to feel music, Muss-Bits. 28 University of Auckland A watch-like device that helps people feel the A wearable device developed by Suranga Nanayakkara, allows the music hearing-impaired to feel music. 22 opengovasia.com NZ extends NASA internship opportunity A student completing his PhD at UoA one of high-performing New Zealand tertiary students to win NASA internship. stuff.co.nz University of Auckland entrepreneurs aim to Animate Technologies, under the directorship of Mark Sagar, is an change the planet example of innovative businesses incubated within the University. 20 stuff.co.nz New Zealand companies exciting tech gurus Soul Machines was spun out of Auckland University and has gone on to raise cash from the likes of Horizons Ventures, an early investor in Siri. 17 Across NZ HE'S A MOD Andrew Taberner comments on whether it’s safe to ‘chip yourself’, as Wellington man Ryan Wolstenhome has. 15 article.wn.com You should go jump off a table Thor Besier, on why subjecting our bones to stress is likely to be good for them. Voxy.co.nz Best thing for bones is jumping off tables Thor Besier, on why subjecting our bones to stress good for them 2 nzoptics.co.nz New testing targets Maori vision New testing of device developed by Jason Turuwhenua increases health study participation rates among Maori. September 24 opengovasia.com NZ Government to boost Smart Ideas and Successfully funded projects show the breadth and innovation of the research projects research being done at UoA including ABI. 20 educationcentral.co.nz Spotlight on STEM: New and exciting courses on ABI option for STEM offer 18 ssuchronicle.com A watch-like device that helps people feel the Suranga Nanayakkara wearable device - Muss-Bits (Musical Sensory valleyscw.com music Substitution Bits) has been described as “life-changing” tickertech.com 17 University of Auckland Funding shows breadth of research at University Successfully funded projects show the breadth and innovation of the research being done at UoA including ABI 17 stuff.co.nz Female students are making waves in STEM Vickie Shim, developed a mobile app that diagnoses the severity of brain injuries through eye movement 14 Listener Off the chart A promising screen-based test is taking the place of eye charts for diagnosing kids with vision problems. GETTY IMAGES 11 Sri Lanka News Young inventor, shares his “secret formula” for Suranga Nanayakkara, believes that a strong visionary leadership is success vital to achieve long-term success. 9 University of Auckland Protecting children with cerebral palsy Stephanie Khuu, Geoffrey Handsfield and Julie Choisne present research for a brighter future for children with cerebral palsy.

44 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

Voxy.co.nz New research to protect the bones, muscles of Stephanie Khuu, Geoffrey Handsfield and Julie Choisne present children with cerebral palsy research for a brighter future for children with cerebral palsy

Faculty of Arts

August

HOME NZ My favourite building Linda Tyler: structural innovation of the Wintergardens,

North & South WHAT DREAMS MAY COME? John Bishop: discussion on Great Barrier Island on the theme of death: ‘Small Island, Big Ideas Symposium’. 6

29 National Business UK's Johnson adds to 'no-deal' Brexit Stephen Hoadley: Suspension of UK d Parliament might be legally Review sound, but it still sets a bad precedent.

29 Radio New Zealand No escape: separating from an abusive partner Vivenne Elizabeth: interviewed about her research into post-separation families. 28 1News Napier councillors' Facebook feeds trawled Lara Greaves: comments on a local body election scandal in Napier. 28 Stuff Selling yourself in a local election Edward Elder: talks about the best ways to market yourself on a billboard in a local election.

25 e-tangata.co.nz How can there be justice if the process isn't just? Margaret Mutu: panel as part of documentary series The Negotiators which is starting on Māori Television. 24 The Spinoff Meet Cecilia Kang, Fashion Week's first trans Cecilia Kang (alumna): has a solo show at NZ Fashion Week

designer 22 Guardian Australia Never piss off a poet: colonialism, Sam Hunt & Selina Tusitala Marsh: profiled in a feature on her work and political

kickboxing views ahead

20 Waatea News.com Language shift shows Hokai Rangi step to reform Tracey McIntosh: Hokai Rangi strategy shows Government is listening to Waitangi Tribunal report on prisons.

19 RNZ, Morning Report Prison changes should focus on restoration of Tracey McIntosh: believes the Hokai Rangi prison reform strategy must mana address restoring mana. 19 Education Gazette NZ PM Awards keep winners at the top of their Felix Marcon Swadel: studying for a BA/BSc in Latin, maths and

games physics.

18 Three Chris Wilson on Newshub Chris Wilson: panel discussion on the alleged Christchurch gunman sending letters to his supporters from prison.

18 stuff.co.nz, Sunday Book review: Attraction by Ruby Porter Ruby Porter (Alumna): master of creative writing alumna Ruby Porter’s Star-Times first novel Attraction is reviewed favourably. 14 Newstalk ZB No link Damon Salesa: Pacific infrastructure boom not large as expected.

9 Radio NZ, Morning Andreas Neef on RNZ Andreas Neef: addresses Intergovernmental Panel on Climate Change Report report, 9 Washington Post, Jennifer Curtin quoted in Washington Post Jennifer Curtin: comments on Government voting in favour of Seattlepi.com, advancing the abortion law reform Bill. ctpost.com, the hour.com, stamfordadvocate. ewstimes.com 9 NZ Listener, Noted What Germany can teach NZ about safe, smart Ron Kramer: quoted in a large feature about safe cities, comparing cities Berlin to NZ cities. 24

45 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

6 publicnow.com System-Wide Implementation of CE Board Jan Beagle (Distinguished Aluma): UN Secretary General announced

Decisions Jan Beagle as ‘Special Adviser.

5 Across NZ Trump's military chief visits NZ Stephen Hoadley: US Secretary of Defence Mark Esper’s visit 2 Radio NZ - National No link Ngarino Ellis: joins a panel discussion on artist Theo Schoon, 1 Sydney Morning Jacinda Ardern tested by construction on sacred Margaret Mutu: on Ihumatāo: "Colonisation relies on the indigenous

Herald, and other Aus land people remaining in poverty, 31 New York Times Margaret Mutu Margaret Mutu: Discusses the issue at Ihumatāo. September

25 Decoration & Style Auckland's Wintergardens innovative architecture Linda Tyler admires the structural innovation of the Wintergardens. MSN New Zealand 6 homestolove.co.nz

24 Taranaki Daily News KiwiSaver kickers for mothers Jennifer Curtin. Quoted on poverty and around NZ

23 foreignaffairs.co.nz Strong appetite for investments Jamie Newth. Quoted in story about Strong appetite for investments that deliver social and environmental impact.

23 University of Auckland Graduation procession returns to Auckland CBD Spring graduation. 23 Voxy.co.nz Care credit proposed to help close gender pension Jennifer Curtin. Quoted on poverty in article about taxpayer-funded

gap 'care credit' for women.

23 stuff.co.nz Taxpayer could pay stay-at-home mums' Jennifer Curtin. Quoted on poverty in article about taxpayer-funded 'care credit' for women.

23 newsroom.co.nz Two Pacific states drop Taiwan for China Stephen Hoadley. Two Pacific states last week dramatically switched diplomatic allegiances from Taiwan to China.

22 Radio New Zealand Youngest local body election candidate in Isaac Mercer (student). Young people's voices have been neglected

Auckland and a change is needed. 20 Radio NZ - National No link provided Damon Salesa. NZ response to Pacific climate change. 19 Radio New Zealand Damon Salesa - embrace Pacific innovators and Damon Salesa. Call for greater recognition of Pacific innovators and

leaders leaders. 19 newsroom.co.nz Powers want Pacific rewards without Andreas Neef. Mentioned in article about climate change.

responsibility

18 The Big Idea CLNZ/NZSA Research Grants 2019 Awarded Former student Ghazaleh Golbakhsh and Joanne Drayton, win awards. 18 Radio 531pi No link Brianna Frewen (student). Received the Ambassadors of Conscience Award for Amnesty International. 17 95bFM No link Aroha Harris. Comment on proposed NZ history curriculum. 17 Radio NZ - National No link John Gerritsen. Education Ministry report on racism in school using data from the University. 14 Spinoff Māori history must not be a spray tan to brown Aroha Harris. Comment on proposed NZ history curriculum. up the past 12 Newshub / Magic Talk English auction house selling 18th-century hei-tiki Ngarino Ellis. Comment on auction of tiki at English auction house.

pendant 12 scimex.org Honouring whanau to break the cycle of Maori Nga Pae o te Maramatanga. Paper on whanau and whakapapa within

incarceration the criminal justice system.

1 New Zealand Heritage LIGHT Madison Pine (student). 'Dark museums' - subject of her Master of Heritage Conservation dissertation.

46 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

1 Sunday Star-Times Last chance saloon to effect change in a Lara Greaves. Comment on role of petitions. democratic society

Faculty of Business & Economics

August

29 newsroom.co.nz Business Roundtable has a Damascus moment Tim Hazledine move by American corporations to sign a pledge moving away from 'profit is king' economics. 27 saultthisweek.com, Danyon Stowers takes a chance on northern Grande Prairie Centaurs fly-half Danyon Stowers plans to head finish 6

Alberta his BCom degree at the University of Auckland. Hawke's Bay Today Growth centre boss to share some Icehouse Andy Hamilton, CEO of The Icehouse, on the insight and wisdom

insights necessary to help businesses grow and succeed.

24 newindianexpress.com In India, business studies are focussed on MBA: Christine Woods more focus on commercialisation of start-up ideas to create entrepreneur eco-systems for students.

22 The Conversation, India has it right: PhD candidate Nicholas Borroz writes an opinion piece about the need eveningreport.nz, for nations to join the space economy.

21 Kapiti News Accessibility a basic human right A story about age friendly communities refers to Claire Dales’ “Smart cities are age-friendly cities” opinion piece. 17 ONE News, NBR, IR lays out ruling on how to pay staff in Alex Sims comments on the possible issues of paying salaries in

PaymentsCompliance cryptocurrency cryptocurrencies.

National Business Reserve Bank's direction raises new fears Robert MacCulloch comments on issues with the activities of the Review Reserve Bank” 16 National Business Will Choice be a game-changer in the banking Alex Sims comments on financial technology start-up Choice, saying

Review sector? they are the way of the future.

15 LiveNews.co.nz Business School entrepreneur honoured in Asia Entrepreneur-in-Residence, Mitchell Pham (alum), honoured in, for his contribution to entrepreneurial leadership

14 Newshub NZ is between Huawei and a hard place Natasha Hamilton-Hart (opinion) GCSB denying Spark’s request to use Huawei equipment in its planned roll-out of 5G services.

14 stuff.co.nz Valuation shows ANZ's Hisco mansion sale under Jilnaught Wong comments on the allegations that the ANZ sold house

by $4m at discount. 13 NZ Herald, Daily Post, Govt too blasé about AI threat, visiting professor London School of Economics professor Robert Wade warns upheaval will BoP Times, warns encourage authoritarian style rule - officials in Wellington are too blasé Sharechat.co.nz, about the impact of AI. Business Desk

fq.co.nz Girl you need to know: Kiwi entrepreneur Iyia Liu is featured about her life and work including her time being a student at the Business School.

12 Newstalk ZB No link Gehan Gunasekara, people need to vigilant about CCTV cameras

47 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

11 Channel NewsAsia Did aggressive land bidding incr Singapore Zhi Dong mentioned - top 10 developers took up more than 76 %

property prices? percent of private property sales 1995 - 2009 in Singapore.

NZ Herald, Herald on How an All Blacks advertisement is made Dr Bodo Lang comments on adverts featuring the All Blacks ahead of Sunday, Equities.com the Rugby World Cup. 9 Idealog, StopPress NZ, Is NZ dragging the blockchain? Alex Sims comments on blockchain technology. Radio NZ

9 Interest.co.nz Who do we trust? how policy can enhance trust Ryan Greenaway-McGrevy blog post on the benefits of interpersonal trust. 6 8 stuff.co.nz Workplace bug-bears: Barbara Plester workplace behaviour that can upset co-workers.

7 Newstalk ZB No link Bodo Lang on Porirua City Council's rebranding, 7 NZ Herald Corporate citizens - recognising the value of Susan Watson opinion piece about the need for corporations to workers recognise and value workers. 6 National Business From university project to a $20m business Profile of success business assisted by the University of Auckland’s Review Velocity $100k start-up challenge.

6, Greymouth Star, What are fees-free students actually studying? Otago medical and UoA business courses have had the highest number of Otago Daily Times, students enrolled due to the fees-free funding. 5 NZ Herald Auckland Transport hiring PR firms for heavy Bodo Lang issues with Auckland Transport hiring PR firms to work with workload communities on projects

3 The Press NZ The week in good news: life and death, wind and Countdown’s move to ban the sale of highly caffeinated energy drinks to

fossils those under 16 is backed by Dr Bodo Lang. 1 spaceconnectonline.co Australia and NZ need to co-ordinate space Nicholas Borroz Australia and NZ must to work together, play to

m.au efforts strengths and avoid replicating each other's efforts.

1 Magic Talk, Three No link Bodo Lang Air NZ’s new safety video,

1 NZ Local Government Leaky building claims Michael Rehm leaky building stigma found properties remediated realised the same price as non-leaky buildings.

September 30 CIO New Zealand Perfecting digital platform strategies Ilan Oshri on how many firms prefer to focus on technology delivery rather than cultural change and business alignment. 28 vox.com, MSN Xbox and Playstation manipulate their A new study that includes researchers from the University of Auckland Entertainment, marketplaces — and customers — just like shows that it’s not just search giants that are controlling what products Responsesource, Google, Amazon and Apple you see. publicnow.com 27 stuff.co.nz Are diet soft drinks better for me? Bodo Lang comments on some of the issues with Diet drinks, which have saturating the market. 27 farmersweekly.co.nz Farmers give thumbs-up Mike Lee Fonterra's new strategy and honesty are a hit with its dairy farmers despite lack of a dividend 27 Newstalk ZB No link Bodo Lang on National's attack ads

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27 Dominion Post, Christmas in September Mike Lee on the long lead up to Christmas. Taranaki Daily News, Waikato Times, The Press, stuff.co.nz 25 NZ Herald Do good investment set to grow to $5.9 billion in Jamie Newth on amount of money Kiwis are investing into businesses next 5 years that have a positive environmental and social impact 24 Radio NZ No link Jamie Newth surprised at how quickly responsible investment is catching on. 19 newsroom.co.nz Auckland housing wasn't always unaffordable Michael Rehm how housing market became so unaffordable and suggests an unpopular path to reverse it. 18 stuff.co.nz Air NZ 'not actively pursuing' attempt to Alex Sims on Air New Zealand’s attempt to trademark its Kia Ora 6 trademark Kia Ora magazine logo. 18 Voxy.co.nz Meet the youngest candidate for Auckland Isaac Mercer studying Engineering and Commerce student at UoA. Elections 18 Newstalk ZB No link Mike Lee on gender pay gap of 23.7% in financial services sector. 18 Nelson Mail, What makes a winning sign? Edward Elder on what makes a good election sign. Stuff.co.nz 17 Newstalk ZB, Auckland jet fuel crisis: Digger blow ruptured Basil Sharp on issues with Auckland’s jet fuel supply autotalk.co.nz, pipe sciencemediacentre. 17 stuff.co.nz Here's how former PMs now make a living Bodo Lang comments on what former prime ministers go on to do for a living when they're no longer on the ninth floor

17 CIO New Zealand In depth: Changing lanes - the platform-service Ilan Oshri on taking advantage of digital business processes and strategy services to create an ecosystem of suppliers. 17 NZ Herald Ruakaka pipeline crisis: Action needed to Tava Olsen on Auckland's fuel infrastructure needing immediate safeguard fuel supply investment. 17 Newstalk ZB No link Basil Sharp disruption of Auckland’s jet fuel supply emphasised the importance of investing 15 Sunday Star-Times Building costs Tim Hazledine letter to the editor about the cost of building a house. 14 Listener Collective thinking Carla Houkamau comments on the Māori Identity and Financial Attitudes Study, or MIFAS. 13 National Business Water boss sends tertiary students to Silicon Tony Falkenstein, is featured about his gift to the University to allow Review Valley students to travel overseas for work experience. 12 Guardian Australia, Ship of horrors: life and death on the lawless high Christina Stringer on research into the appalling conditions for workers ucnews.in seas aboard deep-sea fishing fleets. Radio New Zealand Middle aged and moonlighting: Kiwis working Elizabeth George comments on the gig economy and the ups and multiple jobs downs of working multiple jobs. stuff.co.nz Countdown hoping to shift shoppers' with latest Bodo Lang Countdown can expect a greater share of the grocery market collectibles during its latest giveaway promotion 12 Across NZ Outrage as Air NZ attempts to trademark Maori Alex Sims on issues with Air New Zealand wanting to trademark Kia greeting Ora, the name used for their inflight magazine. 11 Daily Mail Australia 'What a bloody cheek': Alex Sims Air New Zealand wanting to trademark Kia Ora, the name used for their inflight magazine.

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10 NBR , Voxy.co.nz Water maven sends tertiary students to Silicon Tony Falkenstein, says the country is not always getting the best out of LiveNews.co.nz, Valley its business schools 10 Newshub, Travel & NZ Government spent $8 million on influencers Mike Lee on how the New Zealand Government has spent $8 million on Tour World, ucnews.in since 2012 influencer advertising since 2012. 9 Across NZ Kiwi designer accused of 'copying' big-name Alex Sims intellectual property issues under copyright law. labels 9 New Zealand Herald NZ dark side shaded by the happiness paradox Robert MacCulloch opinion piece about the link between inequality and suicide rates. 8 National Business NZ warned of brave new digital world Features the inaugural Auckland Trade and Economic Policy School Review (ATEPS) at the University of Auckland. 4 newsroom.co.nz Whitewashing the ‘ruthless pillaging' by top execs Tim Hazledine opinion piece about the pledge by US chief executives to 6 lead for all stakeholders, not just shareholders, 1 NZ Mortgage Magazine Compliance talk Article references Michael Rehm - for leaky buildings, post-remediation stigma does not exist in Auckland

Faculty of Creative Arts and Industries (CAI)

August 28 ODT Big Sing choirs flood into city James Tibbles adjudicates national finale of the Big Sing choral RNZ The Big Sing Finale competition. Rotorua Now Students visit BOP to design ideas for Food Hub Discussion weekend between Kai Rotorua and a group of post grad students from School of Architecture Whanganui Midweek Children's choirs to perform in The Kids' Sing Alumni Megan Flynn adjudicates regional The Kids' Sing festival. festival RNZ University of Auckland head of music resigns Martin Rummel, head of the School of Music, has resigned. 26 Rotorua Daily Post Kai Rotorua food hub plans step closer to reality Discussion weekend between Kai Rotorua and a group of post grad students from School of Architecture demm.co.nz Competition inspires collaboration & innovation Architectural designer, Ziyi (Jacky) Zheng and engineer Jiahui (Tony) Wang (students) win ArchEngBuild competition The Press A futuristic world where humans meet aliens Ziyi Zheng (student) wins nationwide design competition by Weta stuff Workshop. viva.co.nz Favourite Things: Artist Nikau Hindin Gisborne-based artist Nikau Hindin (Alum)is passionate about reviving the lost art of making Maori tapa cloth. ODT THE CLASSICS Upside Downwards. Trio Antipodes. Greymouth Star Letterpress printing revival Alumni Renee Hadlow is using old printing presses for bespoke printing, and for letterpress printing workshops. 23 The Dominion Post The influence of McCahon Auckland Art Gallery Toi o Tamaki marks the centenary of the birth of Colin McCahon – ELAM tutor 22 architecturenow Up all night: 24-Hour Design Competition Dorita Hannah, and Chris Barton judged 24-Hour Student Design Competition, organised by SANNZ. 22 National Business New Infrastructure Commission board announced Hon Doc Alan Bollard chair of the new independent New Zealand Review Infrastructure Commission, Te Waihanga.

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Wanaka Sun Chamber Music Workshop in Wanaka Katherine Moorhead tutor in a workshop-style intensive to learn more about chamber music. Archwomen Hilary Scully Profile of alumna Whanganui Chronicle Preston to rock musicians' club Jan Preston (alumna) and former Coup D’Etat member on NZ tour 21 RNZ No link Panel discussion comments on controversial The Lighthouse by Michael Parekowhai in the Auckland Waterfront, Gisborne Herald Victorian printing press gets new lease of life Alumni Renee Hadlow using old printing presses for bespoke printing, and for letterpress printing workshops. NZ Herald PAST & PRESENT Alumna Nikau Hindin shares five favourite things kaiparalifestyler Call for entries in art awards Former Professor Carole Shepheard judges Kaipara Art Awards. 6 Franklin & North Dancing for Gold in Phoenix Gold Medal hip hopper Ben Lowe planning a dance degree at Auckland Waikato archwomen.org. Ann O'Meagher Alumna profile 18 Auckland Now New exhibition imagines NZ with 'better Andrew Barrie curates exhibition, gives a glimpse of what New Zealand architecture' could look like with 'better architecture' SST Architecture at cutting edge Andrew Barrie exhibition, NZ with 'better architecture', 17 The Spinoff Things I Learned at Art School Simon Denny (Alumnus) talks about his experiences at ELAM Weekend Herald I STILL AM In the centenary year of Colin McCahon's birth, four leading artists talk about his influence. 16 Voxy.co.nz How technology is changing the music Fabio Morreale: we need to study the impact of technology on music with a critical mind to understand and design the future Whakatane Beacon Apple and Iti collaborate in Ruatoki Alumnus Billy Apple and Tame Iti will exhibit together Te Rewarewa Eastern Bay Life The Billy and Tame show Marae. 15 constructionnews ArchEngBuild competition inspires collaboration Architectural designer, Ziyi (Jacky) Zheng and engineer Jiahui (Tony) Wang (students) win ArchEngBuild competition NZ Herald Small world for big picture of architecture Andrew Barrie’s exhibition of miniature paper models showcases work of the award-winning RTA Studio Opotiki News 3D art award open for entries Ruth Watson guest judge of 2020 Molly Morpeth Canaday Award MSN NZ Exhibition shrinks NZ's famous buildings Andrew Barrie’s exhibition of miniature paper models showcases work Newshub of the award-winning RTA Studio Newshub Recyclable exhibition shrinks famous buildings Andrew Barrie’s exhibition of miniature paper models showcases work of the award-winning RTA Studio Whakatane Beacon 3D award opens for entries Ruth Watson guest judge of Molly Morpeth Canaday Award 12 Yorkshire Business Leading Yorkshire Arts Philanthropist Dies Obit Professor Barrie Pettman (1944 – 2017) , who sponsored the Pettman National Junior Academy of Music 11 NZ Herald One of Auckland's oldest and grandest villas may Elizabeth Aitken Rose comments on proposed demolition of one of be bulldozed Auckland's earliest and grandest homes Herald on Sun Grand dame for the wreckers? Elizabeth Aitken Rose on proposed demolition 10 Timaru Herald Modern, playful sculpture Alumnus, Carl Sydow was a pioneering figure in NZ sculpture, 9 fq.co.nz Thinking of applying for uni? Alex Su (Student) profiled Hamilton News Art award winner Alumna Ayesha Green won National Contemporary Art Award Devonport Flagstaff Artist expands palette for first exhibition on own Alumnus Aaron King-Cole solo exhibition, Holotype, at The Depot patch Artspace

51 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

8 NZ Herald Kiwi singer Navvy on her devastating Breakup EP Alumna Navvy's debut EP arrives next week but she's already thinking of her next – and her next. Hawke's Bay Today Focus on Jan Nigro's work Alumna Jan Nigro at the Boyd-Dunlop Gallery viva.co.nz Favourite Things: Auckland Museum Curator Applied arts and design curator Grace Lai (alumna) shares her most ucnews.in Grace Lai adored objects 5 Girl.com.au Megan Sidwell Piece of Me Interview Alumna Megan Sidwell embodies the perfect balance of an edgy, chuck - wearing rocker with the pure heart of a country belle. Local Matters Boogie piano maestro at Sawmill Alumna Jan Preston, on tour. RNZ Building Act Reforms Bill McKay: how people can help themselves better upfront, when building a new house or doing alterations. 6 3 Listener Our modernist master Colin McCahon centenary 2 Idealog Objectspace maps out the built environment of Andrew Barrie curated an exploration of the historical, cultural and NZ environmental influences on the design of building Aus WW - NZ Potting mix Alumna Jo Raill -artist Gulf News Pianist for Whittakers live at five Alumni Lawrence Wong performance 1 Our Auckland A place to paint Auckland Art Gallery Toi o Tamaki marks the centenary of the birth of Colin McCahon – ELAM tutor September Architecture NZ THE WOOD PAVILION Architecture and Planning students- Leo Zhu, Dorien Viliamu, Daniel Fennell and Wenhan Ji –took 419 pieces of 90x45mm timber on an exploration into the materiality of timber. Architecture NZ Future context Richard Naish (author) intrigued to be able to count on only one hand the houses we have designed with flat roofs. Architecture NZ Exhibition Exhibitio Vitruvian Tunnel Matt Liggins can do lots of things, but he doesn't sit easily in the usual categories. 30 Radio New Zealand Why we need embrace density Bill McKay opinion Radio New Zealand Bill McKay -The Festival of Architecture Bill McKay how activists are changing the way architecture and urban design are done. ocula.com Karyn Taylor NZ artist Karyn Taylor captures presences of matter and light. 20 University of Auckland Outstanding achievers outside the classroom Auckland Blues Awards for 2019 include Clovis McEvoy Most Meritorious Performance in Arts and Culture 28 Listener The Te Kooti art trail References Judith Binney’s 1995 biography of Te Kooti, 27 noted.co.nz The religious writings of Te Kooti unearthed from References Judith Binney’s 1995 biography of Te Kooti history CIO New Zealand Working with the ‘master of disruptive John Pye, AI has been gaining momentum over time in the research technologies' - AI areas of the university, 26 University of Auckland Teaching architectural students to listen to the Dr Karamia Müller graduated with a PhD in Architecture and is believed people who often aren't heard to be the first Samoan woman in the world to do so, and certainly the first from the University of Auckland. University of Auckland Starship doctor becomes Doctor of Music 40 years after graduating as a medical doctor from UoA, Louise Webster has become a doctor again, this time in music.

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25 Voxy.co.nz Teaching architectural students to listen to the Karamia Müller will formally graduate this week with a PhD in people who often aren't heard Architecture and is believed to be the first SÄ•moan woman in the world to do so, and certainly the first from the UoA

Radio New Zealand In-demand Kiwi conductor Tianyi Lu brings the Vulnerability, accessibility and psychology is what drives Kiwi conductor music to life Tianyi Lu (alumn) who is home to conduct the APO. architecturenow. Fast Forward lecture series: UoA lectures 25 Decoration & Style MSN Wintergardens an example of innovative Linda Tyler admires the structural innovation of the Wintergardens, NZ architecture homestolove 24 Radio NZ - No link Marie Ross Clarinet Weekend every year at UoA 6 22 RNZ Hoda Afshar Gus Fisher Gallery exhibition 21 NZ Herald Choreographer Sarah Foster-Sproull on dancing Sarah Foster-Sproull about to start dream job at UoA through life Weekend Herald Putting the WOW into the show Choreographer Sarah FosterSproull is not shy of taking risks, 20 ABC Online Tenor Manase Latu wins Australian Singing Manase Latu, (alum), has won the 2019 Australian Singing Competition Competition heartofthecity.co Serious About Seville: An Exhibition of Student Part of the Festival of Architecture 2019, exhibition of student work from Work the 2019 first semester Taupo Times Music day approaches milestone Taupo's annual Big Music Day assisted by UoA music students 17 newsroom.co.nz Solving our housing crisis will require a change of Lee Beatty – to urgently address the housing crisis affecting NZ major tack cities, there are vital measures we must take first. architecturenow Inside look: Brick Bay Folly 2019 Architecture and Planning students- Leo Zhu, Dorien Viliamu, Daniel Fennell and Wenhan Ji RNZ Kiwibuild reset and what's next? Bill McKay Kiwibuild reset is nothing to get excited about, describing it as more of an apology than a vision of what's next. aucklandmagazine.com Opera Scenes The University of Auckland School of Music is proud to present Opera Scenes 2019.Love, Italian style. 14 Weekend Herald FEATHERED FRIENDS Photographer Edin Whitehead (PhD student) travelled the length of New Zealand to capture images for a new book on birds. 11 LiveNews.co.nz University of Otago announces 2020 Arts The Caroline Plummer Fellowship in Community Dance UoA PhD student Fellowship recipients Kristie Mortimer 10 TVNZ 1 No link Interview with Auckland University's Dr Fabio Morreale. 10 architecturenow. Brick Bay Folly 2019: The Wood Pavilion students- Leo Zhu, Dorien Viliamu, Daniel Fennell and Wenhan Ji, structure converges to a more personal space. 9 aucklandmagazine. Auckland Youth Orchestra Guest soloist the pianist Kent Isomura (alumn) 7 Hawke's Bay Weekend Cellist joins pianist for feast of chamber music British cellist Matthew Barley, partnered by New Zealand pianist Stephen De Pledge (alum), are the featured artists 6 stuff.co.nz If students feel tokenised, it's no wonder there's This story was originally published by Noted and is republished with a lack of Pasifika professors permission. Lana Lopei (ELAM alum) 5 heartofthecity.co The Slipping Away: Art and the Ocean Deep Gus Fisher Gallery stands on the city's original shoreline. newsroom.co.nz Like sport, competition is a blight on dance Opinion Nicholas Rowe UoA About architecture, but not rich people's Making Ways is the curatorial vision of Kathy Waghorn - looking at new Voxy.co.nz architecture ways of practicing architecture

53 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

2 noted.co.nz Students feel tokenised, no wonder a lack of A new study points out just five Pasifika professors and deans are Pasifika professors employed at New Zealand universities. Lana Lopesi (alum)

54 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

Faculty of Engineering

August 28 stuff.co.nz John Tamihere's and his double-decker bridge Rick Henry comments on Tamihere’s plan for a two-storey bridge, as theoretically feasible but costly and disruptive. 27 Franklin County News Traffic jam changed her life Doug Wilson, comments on dangerous stretch of SH22. 19 TVNZ 1 Panel Discussion Panel Discussion with Auckland mayoral candidates, refers to Dr Rick Henry’s on viability of new harbour bridge. 17 stuff.co.nz Tamihere's 18-lane Bridge plan Rick Henry, on viability of a new harbour bridge. 17 Weekend Herald Training scheme offers a brighter future Alumnus Sam Lucas, running social enterprise project in Cambodia. 6 14 West Coast Messenger Virtual reality earthquake A virtual reality game that could save lives during an earthquake Vicente Gonzalez (and student) Zhenan Feng 10 Bay of Plenty Times Nanogirl at Stemfest Festival Former staff, Michelle Dickenson, inspiring women into science, technology, engineering and mathematics, 8 NZ Herald Disabled youth a work experience Interview with first year Engineering student, Samuel Morgan, 8 Independent Herald Library options explored Ken Elwood to facilitate a group of construction and engineering industry experts on the Central Library building. 3 stuff.co.nz An unhealthy climate in DHB priorities Middlemore working with UoA to capture anaesthetic gases. September Next Meet our 30 WOMEN OF THE YEAR Making a difference in the world is the number one goal of these incredibly inspiring achievers who share attributes of 28 opengovasia.com University of Auckland's MOU with Japan to The cooperation will develop ground-breaking technology products that advance technological cooperation will create jobs and multi-million-dollar revenues for both nations. New Zealand Herald Is JT's super harbour crossing vision really a COMMENT Extra capacity for crossing the harbour is not a new idea. bridge too far? 26 University of Auckland Now there are five, all civil engineers, all in the Nature and nurture led Katrina Browne to graduate (with honours, the Vozy.co.nz family third generation of civil engineers in the family 25 Magic Talk No link Interview with Emeritus Professor Geoff Duffy. Cook Islands News Miss Cook Islands: For Maruia, women can do After a four-year degree, Maruia graduated as an Engineer in 2017. In everything! her class, the ratio of males to females was 70:30. Radio NZ - National No link Robotic software company UiPath partnering UoE Auckland to speed-up the adoption of automation in the workforce. 21 NZ Herald, Weekend Brian Gaynor: Where's the fight in Kiwi company Mentions Rosalind Archer Herald directors? Hawke's Bay W/nd BoP Times 19 Radio New Zealand Shaped by the wind Mechanical engineers use New Zealand's largest wind tunnel to help them understand the impact of... 18 stuff.co.nz 'You only won because you're a girl': Auckland In her first year of an engineering degree Mikyla Stokes is on a mission Uni engineering student on sexism at school to get more girls into STEM.

Radio NZ - National Regular Segment: Our Changing World – no link Rajnish Sharma and PhD student Nicholas Kay talk about how the wind tunnel is helping understand the impact of turbulence on small UAVs or drones. 34

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Voxy.co.nz Meet the youngest candidate for Auckland Meet the youngest candidate for Auckland's 2019 Local Body Elections, Elections Isaac Mercer (Student) 17 Newstalk ZB Auckland jet fuel crisis: Digger blow ruptured It's lucky the rupture happened in a location that was easy to access, pipe says the inquiry. sciencemediacentre.co.n Marsden Point pipeline rupture inquiry – Expert Nirmal Nair "brought into focus the unprepared attitude of successive z Reaction governments towards a serious national fuel emergency policy NZ Herald stuff.co.nz A growing number of female students are making Heide Friedrich quoted and student case study waves in STEM New Zealand Herald PIPELINE CRISIS: How it happened Nirmal Nair "brought into focus the unprepared attitude of successive governments towards a serious national fuel emergency policy 6

12 scimex.org Experts available: Covering Climate Now Golbon Zakeri and Sandeeka Mannakkara on expert list 4 University of Auckland Rocket Man appointed to University Space industry pioneer, Peter Beck, as Adjunct Professor in Aerospace Engineering.

4 Otago Daily Times University honours Rocket Lab founder HE never went to university, but now Rocket Lab visionary Peter Beck Newstalk ZB can call himself a professor. Otago Daily Times Rocket man Peter Beck NZ's newest professor Invercargill-raised space industry pioneer Peter Beck is given the title of NZH adjunct professor of aerospace engineering

Faculty of Education and Social Work

August 30 Voxy.co.nz Superstar sought to help kids avoid the ‘summer Summer Learning Journey: funding needed for reading programme in

slide' low-decile Northland schools over summer.

27 Southland Times Brittany Keogh Karen Miller: 7000 books donated by University staff and alumni for 20 new libraries in Tonga.

26 schoolnews.co.nz Curriculum design model attracts global interest Elizabeth Rata: new curriculum design model developed by the Knowledge and Education Research Unit (KERU) 26 schoolnews.co.nz New app brings history and te reo alive Ruth Lemon, with Hemi Dale: is the writer and researcher of a new primary school teaching app

24 Stuff Why Auckland photographer won't Photoshop her Anna Vasilyeva: PhD student - how young women are affected by Insta pics manipulated images on Instagram 23 educationcentral.co Beauty tyranny in the age of Instagram Anna Vasilyeva: how young women are affected by manipulated images on Instagram

22 Radio New Zealand Tech and children's relationships at school Mohamed Alansari: how devices have changed the way children relate to each other at school. 20 New Zealand Herald 'Business as usual' on teaching kids to read - Stuart McNaughton: supplement materials for children who aren’t

ministry picking up letters and sounds in current books.

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10 Canvas The Beauty Burden; 30 years on and still a rallying Anna Vasilyeva: quoted - nearly 30 years since Naomi Woolf’s The cry? Beauty Myth was published. 9 Newstalk ZB, No link Ian Hyslop: disproportionate number of Māori and poor children being uplifted from their families 6 worldwide AI is here to stay but how can we ensure all New Stuart McNaughton: one of the authors of an influential report on AI,

Zealanders benefit? and how New Zealanders can benefit.

5 educationcentral.co Mentoring programme engaging vulnerable youth Pat Bullen and Kelsey Deane: Campus Connections Aotearoa, pairs young people with University mentors 2 Victoria University of Public seminar series addresses child welfare Ian Hyslop: speakers at public seminars addressing the role of the 6 Wellington system state in New Zealand’s child welfare system. September UoA release Kaupapa Maori project to increase rights of Susan Kemp. Nearly $1m in funding for a major project to improve 20 children in state care Māori child 19 RNZ Challenging negative stereotypes of Gen Z Pat Bullen. Her ongoing research debunks the myth that adolescents Player.fm are rude, lazy. Challenging negative stereotypes of millennials Pat Bullen. Her ongoing research debunks the myth that adolescents are rude, lazy.

RNZ Challenging negative stereotypes of millennials Pat Bullen. Her ongoing research debunks the myth that adolescents are rude, lazy. 17 UoA release Funding shows breadth of research at University of Susan Kemp. Nearly $1m in funding for project to improve Maori Auckland participation in child protection planning and decision-making. aucklandmagazine.com No link Find out how postgraduate study could advance your career in education. Radio NZ - National No link Māori and Pasifika teenagers more likely to suffer racial discrimination from teachers than other groups. newsroom.co.nz The NZ history curriculum - a Trojan horse Elizabeth Rata. The introduction of a standard course of NZ history in schools should be a start, not an end.

Voxy.co.nz Why women aren't continuing in physics despite Steven Turnbull (student). High achieving female students discontinue 16 being high achievers physics in favour of life sciences. NZ Herald and across Theatre group honoured for connecting homeless Peter O’Connor. Award for theatre group that gives voice to the 13 NZ people homeless. 13 Gisborne Herald Theatre group honoured for connecting homeless Peter O’Connor. Award for theatre group that gives voice to the people homeless. University of Auckland Homeless play wins friends and awards Peter O’Connor. Award for theatre group that gives voice to the 12 homeless. 12 stuff.co.nz Does speaking two languages make you smarter? Stephen May. Research suggests that learning a second language while young makes it easier to learn a third. 12 The Big Idea/NZ Homeless play wins friends and awards Peter O’Connor. Award for theatre group that gives voice to the Herald homeless. 11 newsroom.co.nz The rough seas and smooth sailing of learning te Aorewa Nahi (student). Students share the ups and downs of reo learning te reo. 10 schoolnews.co.nz Why are boys ditching school rugby? Blake Bennett. Why boys are ditching rugby – follow-on from controversy over girl playing in first XIV. 36

57 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

9 Hokitika Guardian Department refuses to rule out funding Liz Beddoe. Crown grants scheme funded antiabortion charities. antiabortion charities Comment from Beddoe. stuff.co.nz Is the women's sports movement just a temporary Toni Bruce. The women's sports movement could be just another 8 fad repeating history? temporary 'boom'. Comment.

8 Sunday Star Times Is women's sports boom just a phase? Toni Bruce. The women's sports movement could be just another temporary 'boom'. 8 Sunday News Is women's sports boom just a phase? Toni Bruce. The women's sports movement could be just another temporary 'boom'. Comment from Bruce. 6 Radio NZ Department refuses to rule out funding anti- Liz Beddoe. Crown grants scheme funded antiabortion charities. abortion charities Comment. 6 4 educationhq.com New te reo Maori interactive bi-lingual app aims to Teaching fellow Ruth Lemon. A new app to generate a wider deepen understanding appreciation and deeper understanding of te reo 4 Radio NZ - National No link Liz Beddoe. Crown grants scheme funded antiabortion charities. 4 Radio New Zealand Anti-abortion counselling service received $330k Liz Beddoe. Crown grants scheme funded antiabortion charities. taxpayer money Comment from Beddoe.

WEB Education Te reo classes go digital Woolf Fisher Centre. In a first of its kind, a cluster of schools in 2 Gazette Northland is using a specialist digital teacher for e-learning in te reo Education Gazette NZ Te reo classes go digital Maori 1 New Zealand Principal Leading effective goal pursuit in schools-making Linda Bendikson, Frauke Meyer and Deidre Le Fevre. Every year, the right tweaks schools submit a copy of their annual plan to the Ministry.

Faculty of Law

August 30 Dominion Post, What's it really like to drive a bus? Bill Hodge on the employment conditions of bus drivers. Waikato Times 28 Magic Talk, Newshub, Difficult to fairly judge appropriate pay for MPs – Bill Hodge calls for MPs to open their books to the public after a review Three employment law expert of their wages. 27 Radio NZ, Magic Talk, Mark Lundy makes a last ditch attempt to clear Mark Henaghan on the appeal by Mark Lundy to the Supreme Court Three name 26 Radio NZ Incorporating tikanga Maori into a written Claire Charters on the need for a written constitution that incorporates constitution tikanga Māori. NZ Herald Family's dental nightmare Jo Manning comments on the Health and Disability Commissioner appeal process 24 Weekend Herald Disabled teen's parents sue HDC Jo Manning on parents of an intellectually disabled teenager suing Health and Disability Commissioner 22 Newshub, Three, Magic 27-year meth sentence won't stop the drug's Mark Henaghan on one of the harshest jail sentences for importing Talk spread - law expert methamphetamine. 22 stuff.co.nz, Dominion Ihumatao: London street artists show solidarity Claire Charters, Ihumatao had been repeatedly addressed by UN 21 Post, Timaru Herald. with Ihumatao protest human rights tribunals. 20 Noted NZ’s bitter pill: No justice for medical negligence Jo Manning inconsistencies in the procedural treatment in complaints to Health & Disability Commissioner. 37

58 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

19 Scoop Outrage over babies taken by the state Mark Henaghan on whether Oranga Tamariki’s custody orders should have been granted. 19 NZ Herald Is there a lawyer in the House? Yeah, stacks MPs with law degrees are featured, including alumni from Auckland Law School. 13 Newstalk ZB Youth Court scrutinised after teen accused of sex Mark Henaghan on an 18-year-old sports star who won’t face jail time attack avoids charges for sex assault on two girls Manukau Courier, Cops can tell Govt 'to get stuffed' Bill Hodge on calls for PM/ Government to remove police from Dominion Post, Ihumatao, Weekend Press, Australian Ageing No sense of urgency for regulatory reforms, Paterson not much progress in the regulator’s agility to respond Agenda inquiry hears adequately since their review,. 6 12 Across NZ Ministry to analyse public OIA submissions Jane Kelsey on the difficulty of accessing official information, the Act is long overdue for an overhaul. 11 NZ Herald Peter Ellis hopes to clear his name, and live to see Mark Henaghan "unreliability" of evidence by an "expert" psychiatrist the results and the children themselves. 10 NZ Herald The interview: Anna Rawlings on making a fair Alumna Anna Rawlings is featured as the new chair of New Zealand's playing field for all Commerce Commission. 9 Across NZ Prison snitches 'rush to testify like vultures to Scott Optican comments the issues of using jailhouse informants in rotting flesh' criminal trials. 8 NZ Herald Rare mercy by judge in sentencing, say experts Julia Tolmie on the case of Whanganui woman who has avoided life sentence for murdering her granddaughter, 7 NZ Herald Corporate citizens and saluting workers' value Susan Watson (Opinion) calling for good corporate governance towards workers. 5 The Daily Blog GUEST BLOG: Bryan Bruce – Remember the TPPA? Jane Kelsey is referenced in a story about the Regional Comprehensive Economic Partnership. 2 Newstalk ZB No link Professor Jane Kelsey comments on issues with a new trade deal being negotiated in Shanghai. 1, 2 LawTalk, Professor Penelope Mathew Refugees and the Professor Pene Mathew, Dean of the Auckland Law School is featured lawsociety.org.nz University of Auckland about her life and work. September

27 Hauraki Herald Capacity crowds at candidate meetings David Williams moderator for the candidate meetings

262 NZ Herald, Otago Daily Assault victim dies, but attacker can’t be charged Mark Henaghan on the issue of causation following the death of Nigel 5 Times, Landreth. 25 noted.co.nz Child testimony: Could the Peter Ellis case happen Mark Henaghan on issues with the conviction of Peter Ellis for child sex

again? abuse charges.

19 Howick Pakuranga 'There's light at the end of tunnel' Joshua Sade Inia features - a conjoint law, politics student. Times

18 TV One Action against Southern Response Nikki Chamberlain on the class actions opt out lawsuit against Southern Response. 17 National Business No link Nikki Chamberlain is interviewed on video about the class action Review lawsuit against Southern Response. 16 Stuff Landmark ruling allows NZ's first 'opt out' class Nikki Chamberlain, on how class actions are more efficient by letting

action lawsuit similar claims be heard together.

13 Otago Daily Times Ellis appeal should continue Mark Henaghan on issues with the conviction of Peter Ellis for child sex abuse charges. 38

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14 Across NZ Annual leave with no pay Bill Hodge comments on employment law, including annual leave entitlement following parental leave.

11 UK Constitutional Law The Limits of the Rule of Law's Demands Hana Wilberg (opinion) Limits of the Rule of Law’s Demands: Where Association Privacy International Abandons Anisminic.

10 Gisborne Herald No more blushing on the inside Puna Whakaata Maniapoto-Love, (student) - the importance of te reo Māori .

9 NZ Herald Peter Ellis case: Was he a scapegoat for prejudice? Mark Henaghan comments on issues with the Peter Ellis case. 5 Three/ Magic Talk / No link Bill Hodge comments on convicted Christchurch Creche child sex Prime offender Peter Ellis’s case.

Times Newspapers Burns survivor: `The pain was excruciating' Joshua Sade Inia features about his life including currently being a Online, Botany & conjoint law, politics student 6 Ormiston Times

1 LawTalk PEOPLE IN THE LAW ON THE MOVE Update of various Auckland Law School graduates.

1 Our Auckland Power up Student Chesta Fa’otusia writes an opinion piece about how to achieve Auckland’s goal of a sustainable future.

Liggins Institute

August 23 New Zealand Doctor Babies missing out on heart screening Elza Cloete, Frank Bloomfield: Unequal access to newborn test across Online district health boards and population groups 22 Business Wire, Digestive Tracker FoodMarble Secures Clinical David Cameron-Smith FoodMarble, the Irish-based digital health BioPortfolio, NZ Validation company, has received clinical validation from a leading international Medical Devices, digestive health research group. itbnews.info, argus- press.com, NZ Medical Devices 22 Across NZ Simple, cheap test saving lives in NZ - some Elza Cloete: A simple test is saving several newborn babies' lives a year babies not getting it? in NZ. But there's a catch, 15 farmersweekly.co.nz, FROM THE RIDGE: Keeping a close eye on Peter Gluckman feeding levels of pregnant females, the impacts of poor Farmers Weekly recidivist sheep feeding and epigenetics. 14 NZ Doctor Taranaki whanau get year-long support for active A home-grown, whanau-centred, child-obesity intervention is reaching lifestyle those who need it most Yvonne Anderson. 6 New Zealand Herald, How a child obesity programme got kids to lose Yvonne Anderson: The key to helping an obese child lose weight is not nzherald.co.nz, weight to shame them, focus on 'healthy lifestyle change'. Whanganui Chronicle New Zealand Herald, NZ's preschool obesity rates are unique.- why? Wayne Cutfield, Yvonne Anderson. After decades of rising child obesity nzherald.co.nz rates, NZ may have turned a corner 95bFM Ready Steady Learn interview Luling Lin: Nutrition for preterms 3 Across NZ US business mogul injects $2.7m into NZ health Julian Robertson has given $2.7 million to Liggins to train a new research generation of researchers. September 25 TVNZ 1 (Breakfast) No link. Anna Ponnampalam on menopause as a workplace issue.

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24 opengovasia.com NZ Government to boost Smart Ideas and Successfully funded projects show the breadth and innovation of the research projects research being done at the University of Auckland. 21 Listener (Health) Precocious puberty Wayne Cutfield on the earlier onset of menstruation. 20 ONE News Most fish oil supplements sold in NZ not true to Past Liggins research into fish oil supplements mentioned in coverage of a label (subsequently retracted) Canterbury study

Newshub Fish oil capsules on sale in NZ could have half the Past Liggins research into fish oil supplements mentioned in coverage of a omega-3 they claim (subsequently retracted) Canterbury study

New Zealand Herald Consumers still short-changed over fish oil, study Past Liggins research into fish oil supplements mentioned in coverage of a suggests (subsequently retracted) Canterbury study 6

15 Across NZ British MPs want women to be offered menopause Anna Ponnampalam on the call in the UK for workplace policies for leave. Should NZ do the same? menopause. 13 Voxy.co.nz Steroids help preterm babies and mums - Caroline Crowther: Two common forms of a life-saving steroid research treatment shown to be equally effective and safe 6 hit.com.au Being An Older Sister Increases Chance Of Wayne Cutfield’s study found first-born sisters are more likely to Becoming Overweight become overweight than their younger sisters.

1 Sunday Star Times 2019 Women of Influence Awards finalists Jane Harding is a finalist in the Science and Innovation category of Stuff announced Women of Influence.

Faculty of Medical and Health Sciences

August

Media coverage: Highlights and analysis  FMHS, its researchers and their work were mentioned in 602+ media items this month.  Over a third – 237 – were about the measles, and featured comments by Helen Petousis-Harris (the majority) and Nikki Turner.  Most Australian coverage concerned the measles outbreak.  Topics included therapeutic psychedelics, superbugs, health star rating system review, 5G cellphone technology, health inequities, e-scooter injuries, and ageing well.

Generated stories and OpEd pieces

Date Link Academic Pickup - 1 Virtual supermarket shows how food Cliona Ni Mhurchu NZ Herald, New Zealand Herald, stuff.co.nz, scimex.org, Newshub Live at 6pm (TV taxes could work Three), Timaru Herald, Marlborough Express, Manawatu Standard, Southland Times, Taranaki Daily News, Nelson Mail, Waikato Times 4 ‘Complex, fragmented’ health system Felicity Goodyear-Smith RNZ Sunday feature interview, rnz.co.nz, sciemex.org, Magic Talk (10am, 11am, is fueling health inequities 12pm news), Newstalk ZB (10am news) newshub.co.nz, Eastern Courier, East and Bays Courier

61 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

5 Study reveals unique genetic insight Caroline Walker (GuiNZ) TVNZ 1 News, Waatea News, Magic Talk (1pm news), nzherald.co.nz, stuff.co.nz, into how NZ children could age scimex.org, RNZ (12pm news), The Westport News Science: when it’s time for the sex Siouxsie Wiles stuff.co.nz talk 13 Cannabis legalisation… OK idea, bad Grant Christie Newsroom, msn timing 7 Pacific women more likely to show Lisa Underwood, Jacinta Stuff.co.nz, scimex.org, The Westport News, NZ Doctor Online, Radio531PI depression in pregnancy Fa’alili Fidow 17 Fallen stars: most of our packaged Sally Mackay Weekend Herald, nzherald.co.nz, Otago Daily Times, Northern Advocate, Newstalk food is ultra-processed, unhealthy ZB (7am, 10am, 12pm, 1pm news), rnz.co.nz, newshub.co.nz, RNZ (8am, 10am news), TVNZ 1 News, NewstalkZB.co.nz, Newstalk ZB Mike Hosking, The Westport 6 News 19 New Zealand needs to join the rest David Menkes The Spinoff of the world and ban prescription medicine ads 19 Ebola drugs show promise, even as Siouxsie Wiles stuff.co.nz, and Stuff-owned newspapers stigma persists 20 More child head injuries from Stuart Dalziel Nzherald.co.nz, New Zealand Herald, Newstalk ZB (6am news), scimex.org, recreational than team sport nationaltribune.com.au, scienmag.com, horsetalk.co.nz, nzdoctor.co.nz, 4BC Brisbane radio, tvnz.co.nz, newshub.co.nz, 2SM Sydney radio, rnz.co.nz 22 West Auckland community ready to Sarah Gerritsen Stuff.co.nz, educationcentral.co.nz, bFM, take action on unhealthy food 22 Fact check: travelling seminars of Helen Petousis-Harris Newsroom vaccine distortion 23 Drug boosts survival for diabetes Max Petrov, Jaelim Cho Tvnz.co.nz, bFM after pancreatitis

September

Media coverage: Highlights and analysis  FMHS, its researchers and their work were mentioned in 334+ media items this month.  About 30 were about the measles, and featured comments by Helen Petousis-Harris (the majority) and Nikki Turner.  Other topics included: vaping for smoking cessation, cannabis reform, cellphone radiation, stem cell clinics, a link between HRT and breast cancer, a link between scabies and rheumatic fever, primary care reform, health inequities.  Feature interviews and articles included the 14 September New Zealand Listener cover story about blood pressure, which covered Julian Paton’s research programme in depth and profiled Manaaki Mānawa/Centre for Heart Research ahead of its launch.  A feature spread about the Auckland Cancer Trials Centre and Sanjeev Deva ran in the Weekend Herald.  Richard Faull was interviewed by Kerre McIvor on the NewstalkZB morning show.  The Conversation ran an article about Nathan Consedine’s research into disgust’s role in consumption of sustainable food alternatives, which was republished by several Australian sites.  Matire Harwood was quoted at length in a stuff.co.nz story on lifting the Māori and Pacific health workforce. 41

62 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

 Anna Ponnampalam gave an interview on menopause and the workplace on TVNZ Breakfast and in Stuff, which ran in eight newspapers.  Research led by Vanessa Selak, about a new cost-benefit calculator for aspirin, gained substantial international coverage, including on CNN’s website, and US-based health media.

Generated stories and OpEd pieces Date Link Academic Pickup 2 $2m to tackle heart health Matire Harwood, Vanessa Gisborne Herald inequities Selak, Corina Grey 5 Why are vaccinated people getting Helen Petousis-Harris Sciblog 6 measles? 6 Cannabis legalisation and young Benedikt Fischer Newsroom people 6 Conflicts of interest a threat to David Menkes Newsroom health 10 Vaping helps smokers quit Natalie Walker, Chris Nzherald.co.nz (2), tvnz.co.nz, NewstalkZB (5pm news), stuff.co.nz, scimex.org, Bullen, George Laking Otago Daily Times, The Press, Marlborough Express, newshub.co.nz, Franklin County News, Magic Talk (Drive), Bay of Plenty Times, Daily Post 10 Calls to regulate fast food in ‘Heart Sarah Gerritsen Newsroom Attack Alley’ 12 University of Auckland regains place n/a - in elite global top 200 13 Vegetarian and vegans: lower heart Kathryn Bradbury (while at Coverage referred to University of Oxford risk, but higher stroke risk? University of Oxford) 17 Daily aspirin – yes or no? Vanessa Selak 38 websites, mostly US-based, including: Cnn.com, drugs.com, doctorslounge.com, Healthday.com, healio.com, usnews.com, physiciansbriefing.com, rnz.co.nz 17 Funding shows breadth of research Susan Morton - at University of Auckland 19 Dementia doesn’t care what age Brigid Ryan Newsroom you are 20 ‘Polypill’ could save more people Vanessa Selak NewstalkZB (6am, 7am News), Weekend Sun from heart attacks and strokes 25 Starship doctor becomes doctor of Louise Webster - music 27 Using data in a good way, and Cass Byrnes - making breathing exercises fun 27 NZ researchers at forefront of hunt Jiwon Hong, Anthony Phillips, Nzdoctor.co.nz for acute pancreatitis drugs John Windsor, Colin Green, Ilva Rupenthal 30 Paracetamol best for pain relief in Peter Jones NewstalkZB, newstalkzb.co.nz, nz.herald.co.nz, New Zealand Herald bone, muscle injuries 30 Why we need to pay more attention Simon Thornley, Gerhard Rnz.co.nz, RNZ (8am, 11am News), nzherald.co.nz to scabies in NZ children Sundborn

63 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

Faculty of Science

August 30 Noted Māori and Pasifika scholars under- Tara McAllister co Maori and Pasifika researchers under-represented at NZ represented at NZ universities universities 28 1 News (Breakfast) Maori and Pasifika scholars under- Tara McAllister research showing Maori and Pasifika researchers underrepresented at NZ universities represented at NZ universities 1 News Plastics pollution in Auckland’s Hauraki Gulf Andrew Jeffs backs Government’s plan to invest more money to restore shellfish a growing concern beds in Hauraki Gulf 6 27 Newsroom The Science of Wine Rebecca Deed talks about the science of wine in the lead-up to her talk at Raising the Bar 26 Herald Sun/ Daily WHAT'S THE EXCUSE FOR STILL PUSHING Murray Ford and Megan Tuck new study questions theories that some Pacific Telegraph Aus THIS DROWNING-ISLANDS FALSEHOOD? islands are sinking The Australian Pacific Islands leaders get a free kick Murray Ford and Megan Tuck new study questions theories that some Pacific islands are sinking 23 3 News (6pm) Turns out we’re drinking microplastics in Duncan McGillivray we are drinking microplastics but don’t know long-term our water effects RNZ WHO report microplastics in drinking water Duncan McGillivray drinking microplastics TV3 (AM show) Relationship advice on conflict Rachel Low discusses five things to help resolve relationship conflicts

22 Radio NZ Panel discussion at City Gallery Wellington Annette Henderson is a panellist at event looking at contemporary issues in association with RNZ affecting women Radio NZ Does it matter where academic funding Shaun Hendy argues it is important that funding for science is transparent comes from? 21 RNZ (Our Changing Using sound to brew better beer Andrew Jeffs discusses his research which uses sound in the beer brewing World) process The Conversation Time out shouldn't be your go-to parenting Melanie Woodfield says time out shouldn’t be go-to child parenting tool but can tool but can be useful if it's well planned be useful in stressful times

19 Radio NZ Microplastics’ impact on the marine Julie Hope discusses proliferation of microplastics in marine environment ecosystem

16 Chemistry World Profile of Margaret Brimble Profile of Margaret Brimble in Chemistry World

scimex.org Short bursts of high intensity exercise good David Moreau’s study suggests even short bursts of exercise are good for your for the brain brain 15 Newsroom What NZ has to offer in an AI future Michael Witbrock NZ has much to offer in an AI future 14 1 News (Breakfast Shaun Hendy research showing climate Shaun Hendy climate ‘contrarians’ get 47% more media coverage than scientists sceptics get 47% more media coverage NZ Herald (and Short burst of exercise can boost your brain David Moreau’s study suggests even short bursts of exercise are good for your regional papers) power, kiwi scientist says brain

64 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

SunLive Short and intensive exercise better, says David Moreau’s study suggests even short bursts of exercise are good for your research brain 9 1 News (Breakfast) Serial rapists and rehabilitation Gwen Willis talks about how we should place more emphasis on rehabilitation of serial sexual offenders Radio NZ Element of the week Nicola Gaston the element of the week: Galium 8 NZ Doctor 2019 Kiwinet award winners Margaret Brimble wins two major awards at this year’s Kiwinet commercialisation awards 6 beijingbulletin.com AI is here to stay Juliet Gerrard AI already in use in some sectors, mexicostar.com AI is here to stay Juliet Gerrard AI is already in use in some sectors sydneysun.com AI is here to stay Juliet Gerrard AI is already in use in some sectors 6 Aus Science AI is here to stay. Juliet Gerrard AI The Conversation AI is here to stay. Now we need to ensure Juliet Gerrard AI is already in use in some sectors, now we must ensure the that everyone benefits technology benefits everyone 1 Radio NZ The most boring chemical element Rebecca Jelley tongue-in-cheek piece for Nature Chemistry September 28 Radio NZ - No link Joerg Wicker influence of culture on perception of emotions associated with National different colours Listener Listener Banana drama Rochelle Constantine whales ‘share’ their songs during a meet-up at the Kermode Islands stuff.co.nz Why New Zealand will never fully embrace Shaun Hendy reducing airline travel to lower our carbon footprint the flight-shaming movement newsroom.co.nz Uni scientists: Why we're marching today Faculty reasons for taking part in the Climate Strike 26 AllAfrica.com Southern Africa: Dugongs - Looking to the Shane Lavery lack of genetic diversity of Madagascar dugong points to a bleak thedallasnews.net Past May Guard Its Future future Turkey News phys.org High-powered computer sees red Joerg Wicker influence of culture on perception of emotions associated with different colours 25 BusinessTelegraph.c Links between colours and emotions are Joerg Wicker influence of culture on perception of emotions associated with o. often universal, study finds different colours Daily Mail Australia The international language of COLOURS: Joerg Wicker influence of culture on perception of emotions associated with different colours Herald Sun UN BOSS FEARS NATURE GODS: 'NATURE Murray Ford and Paul Kench the ability of Pacific islands to adapt to climate Daily Telegraph IS ANGRY... NATURE IS STRIKING BACK' change Aus Taranaki Daily Dealing with eruption disruption Shane Cronin new hazard protocols for an extended volcanic eruption News sciencemediacentr Census 2018: first stats and data quality Thomas Lumley is a member of the expert panel which reviewed flaws in the e. report — In The News 2018 Census 22 Sunday News Mt Taranaki eruption 50/50 Shane Cronin new hazard protocols for an extended volcanic eruption 21 stuff.co.nz Breaking news Shane Cronin new hazard protocols for an extended volcanic eruption Radio New Zealand Richard Easther- what can a new Richard Easther implications as a new comet enters our Solar system interstellar comet tell us? New Zealand Simon Wilson: We can fix the climate crisis University mentioned in story on climate change and how seaweed could be used Herald if we want to as food in agriculture Gisborne Herald Professor gives up flying for year Quentin Atkinson discusses his no-fly year 44

65 COUNCIL PART A OPEN AGENDA 21.10.19 - 06. VICE-CHANCELLOR’S REPORT

19 Times of India Even unborn babies can be affected by Jennifer Salmond new study showing unborn babies can be affected by pollution pollution Jakarta Post Black carbon from air pollution found in Jennifer Salmond comments on a new study showing unborn babies can be placentas: Study affected by pollution New Zealand School children increasingly grappling with Niki Harre dangers of climate change are a cloud of younger children’s future Herald eco-anxiety 18 ABS-CBN News Black carbon from air pollution Jennifer Salmond unborn babies affected by pollution Newshub Ways pregnant women can minimise their Jennifer Salmond study showing unborn babies can be affected by pollution inhalation of black carbon particles TVNZ 1 No link Thomas Lumley personality differences between people who have tattoos and those that don’t 6 SBS.COM.AU Black carbon from air pollution found in Jennifer Salmond study showing unborn babies can be affected by pollution Malay Mail placentas, study shows Bangkok Post Radio New Zealand How school children are coping with 'eco- Niki Harre dangers of climate change are a cloud of younger children’s future anxiety' as they worry about climate change healthcentral.nz Air pollution may enter the placenta Jennifer Salmond comments on a new study showing unborn babies can be affected by pollution Breitbart.com Black carbon from air pollution found in Jennifer Salmond unborn babies can be affected by pollution AFP placentas: study TVNZ 1 No link Shaun Hendy tries to lessen his carbon footprint stuff.co.nz Climate Lessons: Eating kina could become Mary Sewell climate change more difficult The Westport News Dugong in big trouble Shane Lavery bleak future for remarkable animals Newstalk ZB No link Dion O'Neale females are choosing to take other parts like medical science and (Wellington) bioscience instead. 16 TVNZ 1 No link Sean Hendy discusses no-flying and alternative forms of transport stuff.co.nz NZ's chance to name an exoplanet and star Nick Rattenbury kiwis’ chance to name a planet Otago Daily Times Carbon gets personal Niki Harre people making changes to reduce footprint 15 stuff.co.nz The last Pakeha: how Auckland's NZ Attitudes and Values Study mentioned in story on changing shape of superdiversity and ethnoburbs shape racism in suburban Auckland racism New Zealand Edin Whitehead: Brilliance of Birds Edin Whitehead spectacular wildlife images Herald 13 Choice Why 5G isn't a health hazard David Krofchek discusses the science of 5G and whether it is a health hazard Interest.co.nz Eric Crampton on the perils of fake news Thomas Lumley critiques from of the statistics behind a news story on littering climate change and the joyful contrarian phys.org Madagascar's unique dugongs in danger Shane Lavery bleak future for remarkable animals Newshub Why new 'super-Earth'planet K2-18b isn't Richard Easther K2-18b might be able to sustain life but that doesn't necessarily an option mean it does New York Times In the South Pacific, a Humpback Whale Rochelle Constantine whales ‘share’ their songs during a meet-up at the Karaoke Lounge Kermadec Islands

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Magic Talk/TV3 Scientists have found water on planet K2- Richard Easther says K2-18b might be able to sustain life but that doesn't 18b that's 110 light-years away necessarily mean it does or that humans could live there 10 stuff.co.nz The Detail: Eco-flying is far, far away Shaun Hendy his year of no-flying 9 newsroom.co.nz The tree sucking carbon from our air Cate McInnis-Ng Pinus Radiata versus native trees 5 phys.org Humpback whales change their tune Rochelle Constantine whales ‘share’ their songs 4 London's Biggest Humpback whales learn new songs as they Rochelle Constantine whales ‘share’ their songs Conversation migrate, scientists say Swanseasound Humpback whales learn new songs as they Rochelle Constantine whales ‘share’ their songs Exeter FM. 3FM migrate, scientists say Wessex FM, (UK radios) 6 Sky News Humpback whales learn new songs as they Rochelle Constantine whales ‘share’ their songs migrate, scientists say scimex.org Whales trade songs when they meet in the Rochelle Constantine whales ‘share’ their songs Kermadecs The Westport News Microplastics in our drinking water Duncan McGillivray a major WHO study on microplastics in drinking water 1 e-tangata.co.nz Why aren't universities made for people like Tara McAllister the lack of senior academics who are Pasifika or Māori me?

67 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES 7.1.1 Chair Approved but not confirmed by the Committee Audit and Risk Committee MINUTES | PART A 02 October 2019 Meeting Room 105-210, ClockTower 08.00am to 10.00am

Present: Jan Dawson (Chair), Andrew Ferrier (Via-Phone), Rachael Newsome, Cecilia Tarrant and Scott St John In Attendance: Peter Gudsell, Rachelle Miller, Angus Clark, James Harper, John Pye, Sharmaine Naidoo, Ian Olan, Anthony Steele, Michelle Chaloner and Jacqui Metcalf

1. Apologies No apologies were made. 7.1 2. Disclosures Ms Dawson advised of an AIG conflict of interest with regards to Part B – Item 11.0: Insurance Renewal Strategy of Interest

3. Minutes of Item No 3.1: Minutes, Part A RESOLVED (Chair | Scott St John) that the Audit and Minutes, Part A, of the Audit and Risk Committee held Item No 3.2: Matters Arising from the Minutes, Part A, not elsewhere Risk on 24 May 2019 be taken as read and confirmed. on the agenda. Committee of 24 May 2019

4. Other Matters for Decision No other matters were noted. or Noting

No leave of absence was requested for the next meeting. 5. Leave of Absence Chair requested the next meeting to be rescheduled so all committee members could attend, and for the meeting to be extended to 3 hours.

The general subject of each matter to be considered while the public is RESOLVED (Chair | Cecilia Tarrant) that excluded, the reason for passing this resolution in relation to each matter, the public be excluded from Part B of this and the specific grounds under section 48(1) of the Local Government meeting AND THAT Mr Gudsell, Mrs Miller, Mr Official Information and Meetings Act 1987 for the passing of this resolution Steele, Ms Chaloner, Mr Clark, Mr Harper, Mr are as follows: Pye, Mr Olan, Mrs Naidoo and Mrs Metcalf be permitted to remain for this part of the 6. Public General subject of each matter to be considered: meeting, after the public be excluded, Exclusions because of their knowledge of the matters to Item No 7.1: Audit and Risk Committee Meeting 24 May 2019, be discussed. This knowledge, which will be Minutes Part B of assistance in relation to the matters to be Item No 7.2: Audit and Risk Committee Meeting 24 May 2019, discussed, is relevant to those matters Matters Arising from Minutes, Part B because they relate to aspects of the administration of the University of Auckland Item No 8.0: Combined Assurance Report for which those persons are responsible.

Audit and Risk Committee Minutes – Part A | 02 October 2019

68 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Chair Approved but not confirmed by the Committee

Item No 9.0: Health and Safety Update

Item No 10.0: Cyber Security Programme Update Item No 11.0: Insurance Renewal Planning Item No 12.0: Internal Audit Programme 2020 (Draft) Item No 13.0: Enterprise Risk Register Item No 14.0: Risk Policy & Framework Update Item No 15.0: Audit Plan 2019

Reason for passing this resolution in relation to each matter: 7.1 The protection of the interests mentioned below. Grounds under section 48(1) for the passing of this resolution: Those in Section 9 of the Official Information Act 1982 namely:

The meeting moved in to a Public Excluded Session at 08.03am The meeting closed at 10.24am

Approved as a true and correct record.

______Chair, Jan Dawson | |2019

Audit and Risk Committee Minutes – Part A | 02 October 2019

69 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES 7.2.1 Capital Expenditure Minutes Report – PART A 25 September 2019 Lippincott Meeting Room, 105-214, ClockTower 10.00am to 11.30am

Mr St. John (Chair), Professor McCutcheon (Vice-Chancellor), Ms Tarrant, Mr Daniell PRESENT:

Ms Cleland, Mr Gudsell, Mr Neale, Mr Rengers, (for Item 7), Mr Divers (for Item 7), IN ATTENDANCE: Ms Cappel 7.2 1. APOLOGIES Ms Dawson 2. DISCLOSURES OF The Vice-Chancellor disclosed that he had a friend who was on the Board of Haydn + Rollett, one of the contractors for the INTEREST BY Carlaw Park 3 project, and that they had been discussing with him a possible governance contribution after his term as Vice- MEMBERS Chancellor ends. With this in mind, he suggested that should the Committee recommend that Council authorise the project, then it also recommend that both he and the Deputy Vice-Chancellor (Operations) & Registrar execute the lease agreement for this project. This was agreed by the Committee.

3. MINUTES OF THE Minutes, Capital Expenditure Committee 19 July 2019 RESOLVED (Chair/Ms Tarrant) that CAPITAL Part A of the Minutes of the Capital EXPENDITURE Expenditure Committee meeting COMMITTEE, 20 held on 19 July 2019 be taken as NOVEMBER 2018 read and confirmed.

4. MATTERS ARISING Matters Arising from Minutes 19 July 2019 No matters arising. FROM PREVIOUS MINUTES – not addressed elsewhere in the agenda

5. PUBLIC The general subject of each matter to be considered while the public is excluded, the RESOLVED (Chair/Mr Ms Tarrant) EXCLUSIONS reason for passing this resolution in relation to each matter, and the specific grounds that the Public be excluded from under section 48(1) of the Local Government Official Information and Meetings Act Part B of this meeting. 1987 for the passing of this resolution are as follows:

General subject of each matter to be considered: Page 1 of 3

70 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Item No 6.1: Minutes Part B, CEC Meeting 19 July 2019 Item No 6.2: Matters Arising from Minutes Part B, CEC Meeting 19 July 2019 Item No 7.1: Carlaw Park 3 Business Case Item No 7.1.1: Appendix A – Architectural Plans for Carlaw Park 3

Item No 7.1.2: Appendix B – Draft Development Agreement and Lease Agreement Item No 7.1.3: Appendix C – Accommodation Portfolio Summary 2017 - 2028 | Projected Revenue Over Direct Costs 7.2 Item No. 7.1.4: Appendix D – PwC Review of NPV Modelling Item No. 7.1.5: Appendix E – PwC Memo: Rental Research Item No 8.1: Capital & Strategic Projects Update

Reason for passing this resolution in relation to each matter:

The protection of the interests mentioned below.

Grounds under section 48(1) for the passing of this resolution:

Those in Section 9 of the Official Information Act 1982 namely:

AND THAT Adrienne Cleland, Simon Neale, Peter Gudsell, Micheal Rengers, Paul Divers and Alise Cappel be permitted to remain for this part of the meeting, after the public be excluded, because of their knowledge of the matters to be discussed. This knowledge, which will be of assistance in relation to the matters to be discussed, is relevant to those matters because they relate to aspects of the administration of the University of Auckland for which those persons are responsible.

Page 2 of 3

71 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

The meeting closed at 11.03am.

Approved as a true and correct record.

……………………………………………………. Scott St. John, Chair

……………………… 7.2 Date

Page 3 of 3

72 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Chair Approved but not confirmed by the Committee 7.3.1 Finance Committee Agenda | PART A 25 September 2019 Meeting Room 105-210, Council Room, ClockTower 08.00am to 10.00am

Present: Michael Daniell (Chair), Scott St John, Sir Ralph Norris, Cecilia Tarrant, Associate Professor Alex Sims, Associate Professor Amokura Kawharu and George Barton In Attendance: Adrienne Cleland, Peter Gudsell, Jacqui Metcalf, Andrew Creahan, Professor Jim Metson and Alex Thomas

1. Apologies Catherine Dunphy was noted as an apology. 7.3 RESOLVED (Chair | Scott St John) the disclosures, if any, be noted and the action taken Mr George Barton noted, in reference to Item No 13.0: Domestic Student Fees be endorsed. 2020 and International Student Fees 2021, that he is the President of the AUSA and a current student. 2. Disclosure Cecilia Tarrant, in reference to Item No 13.0: Domestic Student Fees 2020 and s of International Student Fees 2021, that she currently pays student fees. Interest Associate Professor Alex Sims noted, in reference to Item No 13.0: Domestic Student Fees 2020 and International Student Fees 2021, that she currently pays student fees and that her daughter may be attending the University next year.

3. Minutes of Item No 3.1: Minutes, Part A RESOLVED (Chair | Sir Ralph Norris) that the Finance Minutes, Part A, of the Finance Committee held on Item No 3.2: Matters Arising from the Minutes, Part A, not elsewhere on the Committee 24 July 2019 be taken as read and confirmed. agenda. of 24 July 2019

4. Other Matters No other matters for decision were noted. for Decision or Noting

The following section has been approved for insertion in Part A section of the minutes. It contains the highlights of the Forecast Financial Performance for 2019 report to the Finance Committee.

Finance Committee Minutes – PART A | 25 September 2019

73 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Chair Approved but not confirmed by the Committee

7.3

Finance Committee Minutes – PART A | 25 September 2019

74 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Chair Approved but not confirmed by the Committee

7.3

Finance Committee Minutes – PART A | 25 September 2019

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Chair Approved but not confirmed by the Committee 5. Leave of No Leave of Absence was noted for the next meeting. Absence The general subject of each matter to be considered while the public is excluded, RESOLVED (Chair | Scott St John) the the reason for passing this resolution in relation to each matter, and the specific public be excluded from Part B of this grounds under section 48(1) of the Local Government Official Information and meeting AND THAT Mrs Cleland, Mr Meetings Act 1987 for the passing of this resolution are as follows: Gudsell, Mr Creahan, Professor Metson, Ms Thomas and Mrs Metcalf be permitted to General subject of each matter to be considered: remain for this part of the meeting, after Item No 7.1: Finance Committee Meeting 24 July 2019, Minutes Part B the public be excluded, because of their knowledge of the matters to be discussed. Item No 7.2: Finance Committee Meeting 24 July 2019, Matters Arising This knowledge, which will be of from Minutes, Part B assistance in relation to the matters to be discussed, is relevant to those matters 7.3 Item No 8.0: Forecast Financial Performance for 2019 because they relate to aspects of the Item No 9.0: Treasury Management, Compliance and Cash Flow Report administration of the University of Auckland for which those persons are Item No 10.0: Outlook for Research Revenues responsible. Item No 11.0: UniForum University Briefing Item No 12.0: Recreation & Wellness Centre – Contract Commitment Authorisation Item No 13.0: Domestic Student Fees 2020 and International Student 6. Public Fees 2021 Exclusions Reason for passing this resolution in relation to each matter: The protection of the interests mentioned below. Grounds under section 48(1) for the passing of this resolution: Those in Section 9 of the Official Information Act 1982 namely:

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Chair Approved but not confirmed by the Committee The meeting moved in to a Public Excluded Session at 8.06am

The meeting closed at 10.00am.

Approved as a true and correct record.

______Chair, Michael Daniell | |2019

7.3

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7.3.2

7.3 Domestic Student Fees 2020 and International Student Fees 2021

Briefing to Finance Committee (Council Meeting – PART A: Redacted Version)

The purpose of this paper is to explain and recommend a schedule of 2020 domestic fees and 2021 international fees for consideration by the University’s Finance Committee and Council

Professor Stuart McCutcheon, Vice-Chancellor Adrienne Cleland, Deputy Vice-Chancellor (Operations)

25 September 2019

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Student Fees Paper – Final Version 3.0 dated 01 October 2019 1. Summary alumni and friends to support us. Sustaining and improving our ranking requires us to invest in academic capability and world-class facilities. To do This memorandum presents the fees recommendations for domestic that we require higher average revenues per student as well as appropriate students for 2020 and international students for 2021. The University’s cost structures. medium-term financial forecasts, as contained in the Long-term Academic and Capital Plan, indicate that planned strategic investments to enhance Section 3 summarises the expected University movement in costs. For quality and reputation of provision, and the planned capital programme, 2020 specifically, the University’s costs are expected to increase by 5.7% can continue to be funded without breaching prudential requirements.1 This (3.2%, 2019). For 2021, the University’s costs are expected to rise by a is the case provided: further 2.4%. The cost rises for 2020 are driven by increases in people

costs (1.8%), other operating costs (0.5%), and asset-related costs • Fees are increased as recommended (3.5%), and are expected to occur despite active initiatives to reduce the • International student numbers grow as projected cost of administrative transactions. • Research contributions perform as projected 7.3 • The cost of administrative transactional activity continues to reduce Section 4 outlines the recommended 2020 fees for domestic students, as planned which are tightly controlled by Government policy. Domestic student fees • Other costs are contained in line with EFTS and student-to-staff would have to increase by 12.2% (6.0%, 2019) to maintain revenue per ratios, acknowledging that the Faculty of Education & Social Work EFTS at the same level as 2019 in real terms, but the Annual Maximum Fee will in the short term require additional budget support in excess of Movement regulations limit increases to only 2.0%. If the recommended standard ratios in 2020 domestic student fee increases are not approved for 2020, the University will carry the full revenue impact of that decision for the life of the Annual The following section (Section 2) provides the environmental and strategic Maximum Fee Movement regime. The recommended tuition fees context for the fees decisions. The University of Auckland continues to be represent an average increase per full-time domestic student of New Zealand’s highest ranked university, and in the 2020 Rankings, $197 per annum and overall additional revenue from domestic students released in 2019, we have improved our position slightly in the two main of $5.8 million. A loss of this amount of revenue would require, for example, global ranking systems. The THE rankings (released 12th September 2019) a reduction in staffing by approximately 51 positions in addition to the have us return to the Top 200 ranked universities (179) after a drop to significant operational pressures resulting from the insufficiency in below 200 in 2018. Our marginal improvements in rankings do not government funding increases for 2020. represent a significant improvement in the quality of our outputs but a considerable investment in maximising every opportunity provided by our Section 5 outlines the recommended 2021 fees for international students. current performance. Our performance in the rankings remains severely International tuition fee increases are not limited in the way that domestic constrained by our relatively high student:staff ratios, combined with our fees are, so a combination of cost and market factors have been taken into relatively limited access to revenues including public and private research account in reaching a recommendation. revenues (compared with lower ranked universities). Maintaining a high ranking is important to the University, its staff and students as it allows us Section 6 provides the recommendations for increases in the Compulsory to attract world-class researchers, gives us access to international Student Services Fee and reflects cost rises to maintain our ability to collaborations and opportunities, ensures we attract high-quality provide current services, together with a modest increase to enable the international students, and increasingly, is a factor for domestic students. addition of services as outlined. The University’s ranking also influences the potential and continued membership of international networks that enable valuable research and Section 7 examines Other General Fees. educational linkages for our staff and students, and the willingness of our

1 Please note that continuing building cost pressures will require on-going focus, careful prioritisation and sequencing to maintain this position.

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Section 8 then provides a conclusion and provides all recommendations on Student Fees. These include:

• For 2020 undergraduate programmes, postgraduate taught programmes, research masters, bachelors honours programmes and doctoral programmes, that the maximum allowable increases of 2.0% under the Annual Maximum Fee Movement regulations are applied for domestic students. • For 2021 international tuition fees, that an average increase of 3.7% be applied. • For the 2020 Study Abroad fee, that the current rate of $12,950 7.3 be applied. • We confirm Study Group’s fee increase for the Standard and Intensive Foundation programmes of 2.2% in 2020, 2.9% in 2021, and 2.4% in 2022. • Expanding the Vice-Chancellor’s delegation to discount international student tuition to maximum 30% effective from Semester 1 2020. • For the Compulsory Student Services Fee, that a fee of $7.86 per point (GST inclusive) or $942.61 per full-time student, is applied. This reflects cost rises to maintain our ability to provide current services, together with a modest increase to enable the addition of services as outlined.

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Student Fees Paper – Final Version 3.0 dated 01 October 2019

Table of Contents 7. Other General Fees ...... 26

1. Summary ...... 2 8. Conclusion and Recommendations ...... 27

2. Context ...... 5 3. Projected Cost Movements ...... 10

3.1 Projected Cost Movements 2020 ...... 10

3.2 Projected Cost Movements 2021 ...... 10

4. Domestic Tuition Fees 2019 ...... 12 7.3

4.1 Impact of the shortfall between Government domestic funding rates and projected cost increases ...... 12

4.2 Undergraduate Fees ...... 13

4.3 Postgraduate Fees ...... 13

5. International Tuition Fees 2020 ...... 15

5.1 Market conditions ...... 15

5.2 Consultation for 2020 international tuition fees ...... 15

5.3 Recommendation for 2021 international tuition fees ...... 16

5.4 Study Abroad Fee ...... 17

5.5 Study Group 2020 to 2022 fee increases ...... 18

5.6 Request expansion of international tuition discount authority .... 19

6. Compulsory Student Services Fee ...... 20

6.1 Compulsory Student Services Fee (CSSF) ...... 20

6.2 Student Consultation ...... 22

6.3 Recommendation for 2019 Compulsory Student Services Fee .. 26

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2. Context

New Zealand continues to have one of the most efficient university systems in the world in terms of the quality of education received relative to cost.

Ranking

This efficiency is illustrated by figure 1 below, which plots ranking on the Times Higher Education- world ranking of universities (the top 200) against expenditure per student (expressed in $US on a purchasing power parity basis). 7.3

Figure 2. Institutional income per student versus Times Higher ranking 2015/16 – (universities with <$30,000) Source: Times Higher dataset.

We have analysed the characteristics of those universities that have a higher rank than the University of Auckland but lower incomes per student. These universities are all European universities with long histories and very strong reputations e.g. numerous Nobel Prize winners. It is higher scores on the teaching, research and citations category scores (together contributing 90% of the score) that drive the higher rankings of these Figure 1. Institutional income versus Times Higher ranking 2015/16 universities under the Times Higher methodology. Under the QS Source: Times Higher dataset. methodology the University of Auckland performs relatively better, driven Note: Universities in green are those with less income than UoA, but higher ranking. by a better performance on the reputational elements of the ranking score

(which contributes a higher proportion of the total score than in the Times Rankings of universities in the Times Higher and QS systems typically Higher system). improve with increased income per student. Under the Times Higher Rankings system only nine of the world’s top 200 universities have a lower income per student but higher ranking than the University of Auckland (shown in Figure 2 below). In the case of the QS system the number is just one (Trinity College, Dublin).

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Government Support

There is significant variation in the cost of tertiary education and the level of support available to students across the OECD. Together with Australia, the UK, the US, Canada and the Netherlands, New Zealand falls into a group of countries with high tuition fees and well-developed student support systems according to OECD’s categorization.

New Zealand spends a high proportion of GDP on tertiary education relative to the OECD. However its expenditure on institutions is relatively low. OECD information on the relative investment levels has not been updated to include the impact of the Government’s “fees-free” policy. Information 7.3 published before the introduction of the fees-free policy, showed that only 52% of public investment in tertiary education is on the institutions, and 48% on support of students compared to an average of 67% invested in the institutions in comparable countries across the OECD.2 The relatively high level of student support in New Zealand, even before the introduction of Fees-free, reflects a well-developed student financial support system with a high level of public support for students designed to ensure that participation is not compromised by the existence of tuition fees, and is consistent with, but higher than, the picture seen in other countries where tuition fees are relatively high, for example Australia (35% of funding in support of students), and the Netherlands (29%).3

As is shown in the chart below from Education at a Glance 2015 New Zealand students benefit from a robust student financial support system, and one that compares favourably to systems in other OECD countries in which fees are charged.

2 As a percentage of total public expenditure on education and GDP, for tertiary education (2011). OECD, 2014, Education at a Glance 2011 OECD Indicators. Table B5.4 Public support for households and other private entities 3 OECD (2014). Education at a Glance 2014, p. 265.

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Chart 1.

7.3

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Student Fees Paper – Final Version 3.0 dated 01 October 2019 Student Debt There is little evidence of costs inhibiting enrolment of Māori and Pacific Concerns about mounting student debt are frequently raised in connection students. In 2018 approximately 66% of school leavers who achieved UE with New Zealand universities’ annual fee setting. We have examined (in NCEA) went on to enrol at a New Zealand university. The proportion for student loan debt trends in New Zealand and reviewed the limited evidence Māori and Pacific participation was similar at 64%. from NZ and overseas on some of the wider social and economic consequences of student debt (e.g. home ownership; family formation; New Zealand evidence on the wider impact (e.g. on house purchase, entrepreneurial activity). partnering) of student loan debt is limited to survey evidence. While there is some evidence from overseas pointing towards negative implications of Focusing on university graduates only, average annual loan amounts have student debt (from the US and the UK where student debt levels are gradually increased between 2006 and 2016 largely reflecting rising significantly higher, and the findings are therefore not necessarily student fees, and for Masters and Doctorate students the increases also applicable to New Zealand), this evidence must be considered together with appear to relate to the policy change in 2013 whereby postgraduate the impact of attaining a degree on an individual’s life-time earnings. There 7.3 students are less likely to qualify for student allowances. The graph below is certainly compelling evidence from New Zealand, as there is from illustrates the student loan trend. elsewhere, that a degree is a worthwhile investment for an individual. Degrees attract a significant earnings premium in New Zealand. As recent data released by Universities New Zealand (2016) reveals, a typical graduate with a bachelor degree will earn around $1.4 million more over their lifetime than a non-graduate, and this is after accounting for years lost earnings while studying and student loans.4 For medical graduates the figure is closer to $4 million.

The value of a university education is even greater for Māori and Pacific graduates who earned 2.9x NZ median earnings in 2012 compared to the overall population where graduates earn on average 2.6x median earnings. All of which explains the very significant increase in numbers of students choosing to go to university over the last 20 years.

4 Universities New Zealand (2016). Press Release – 16 February 2016: A Degree is a smart investment. Available: http://www.universitiesnz.ac.nz/node/854

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Context Summary Figure 4: NZ University QS rankings 2008-2019

Thus the context in which we are setting fees is one in which our students have access to a high quality university at a modest per student cost and with high levels of government support. The context for the University is one in which we are trying to create, on behalf of students and the country, an institution that is truly world-class with revenues that are extremely low by international standards and strongly controlled by government policy. The University remains committed to high entry standards but with strong support for those who were disadvantaged in the compulsory sector, of offering a high quality, research-based, internationally connected academic experience to students and of supporting them with a high level of 7.3 extracurricular and support activities, and in the provision of world-class facilities.

While New Zealand universities rate well in terms of quality compared with cost, the trend across the New Zealand sector is for continued decline in rankings compared to international institutions. Figure 4 below plots the QS rankings of each New Zealand University over time, with the trend amongst the universities ranked in the top 200 being overwhelmingly downward (aside from the 2015 improvement in the rankings of some universities resulting from a methodological change in how citations are The University of Auckland continues to be New Zealand’s highest ranked handled). University. For the University to move sustainably up the rankings, new investments are required, especially in academic staffing, expressed in the This trend is linked to continuing falls in the real contribution made by rankings as student:staff ratios, where the University does not perform revenue streams controlled by Government. well. In both major rankings our high student:staff ratio is a significant constraint on our overall place and impacts on our reputation. The University needs to increase average revenue per student and to increase the number of high quality academics and research teams.

Given the wide use and influence of the international university rankings, including restrictions being made based on rank (e.g. availability of scholarships in some countries from which we source international students), it is important to have at least one highly ranked New Zealand

University. This will help ensure high quality world-class researchers and

academics who continue to want to come to New Zealand, that New Zealand is not excluded from international collaborations or scholarships, and that international students (and their parents or caregivers) continue to find New Zealand tertiary education attractive.

New Zealand’s entire higher education system is likely to be held in higher regard if at least one university is ranked in the top tiers.

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3. Projected Cost Movements These costs have been considered in some detail over the medium term and Table 1 shows the 2020 impact. Our objective must be to ensure the University can operate sustainably in the medium and long term. In order to maintain our quality and Table 1: Projected overall cost increases for 2020 competitiveness objectives as well as deal with financial constraints, we must align cost and revenues as much as possible. Therefore, the COST TYPE % % MIX OF COSTS AGGREGATE recommendations for fee increases reference projected cost movements for INCREASE the following years. People costs 3.0% 59.3% 1.8% Other Operating 3.1 Projected Cost Movements 2020 Costs 1.9% 24.7% 0.5% Building & Expected cost increases expected for 2020 can be grouped under three Asset-related 7.3 headings: costs 21.5% 16.0% 3.4% 5.7% • People Costs: The Reserve Bank of New Zealand’s Monetary Policy Statement (May 2019) is forecasting annual labour costs inflation of This estimate in overall cost increases of 5.7% compares with the 3.2% 2.0% for 2020, reaching 2.3% by 2021. The University is currently movement in costs used as the basis for the 2019 fee-setting process, and projecting a small increase in base salaries with promotions, mix reflects, in particular, an increased proportion of costs moving towards shift, superannuation participation and competitive pressures being building costs. the major factors resulting in an overall increase of 3.0%. 3.2 Projected Cost Movements 2021 • Other Operating Costs: An inflation factor of 1.9%, based on the

current Reserve Bank CPI forecast for 2020, has been used as an Using the same methodology described above for the calculation of the estimate of the baseline cost increases expected in 2020. 2020 projected cost movements, the overall cost increases for 2021 over 2020 can be calculated as follows:

• Building & Asset-Related Costs: Building and asset-related costs • People Costs: (e.g. depreciation, maintenance, cleaning, utilities, security, insurance), which in a number of cases are driven by previous An overall net increase of 3.3% is projected reflecting the higher labour spends of capital expenditure, continue to increase at a faster rate cost inflation forecast for 2021. than CPI reflecting the current highly competitive market place together with new projects and sites coming on stream; with a • Other Operating Costs: projected increase for 2020 of 21.5%. This is unsurprising given the An inflation factor of 1.9%, based on the current Reserve Bank CPI very large amount of past and current investment, continuing forecast for 2021. increase in building valuations and asset related costs as well as the addition of significant new buildings. Significant one-off costs of $11.70m, largely related to preparedness for the RWC construction,

are part of this increase.5 Even though these costs are real and impactful, given their one-off nature they have been excluded from the Compulsory Student Services Fees Calculation in section 6.

5 Without these one-off costs the increase would be 14.2%.

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• Building & Asset-Related Costs:

Building and asset-related costs continue to increase at a much faster rate than CPI over the medium term, as depreciation costs from new building projects and sites come on stream. The stabilisation in cost is the result of one-off asset write-off costs in 2020 of almost $12m which by their nature do not reoccur. The underlying Building & Asset-Related cost drivers remain consistent however as evidenced by the RLB non- residential building cost index which indicates an increase in the national market of 3.5% in 2021.

As for 2021 these costs have been considered in some detail over the 7.3 medium term and the table below shows the 2021 impact. As part of our normal cycle these figures will be revised before part of next year’s paper.

Table 2: Projected overall cost increases for 2021

COST TYPE % % MIX OF COSTS AGGREGATE INCREASE People costs 3.3% 59.3% 2.0% Other Operating Costs 1.9% 25.0% 0.5% Building & Asset-related costs (0.1)% 15.7% (0.0)% 2.4%

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4. Domestic Tuition Fees 2020

Table 4: Fees Increase Required to Maintain Constant Real Revenue per 4.1 Impact of the shortfall between Government domestic EFTS in 2020. funding rates and projected cost increases BUDGET INCREASE NOTIONAL INCREASE DEFICIT Based on a 5.7% increase in costs and an inadequate 2.1% increase in 2019 % 2020 Government Student Achievement Component (SAC) funding rates, the Domestic increase in student fee revenue required to maintain the same real revenue Teaching Costs $525.5m 5.7% $29.9m $555.4m $0 per EFTS would be 12.2%, as shown in the table below.6 This compares to Government a 6.0% increase in student fee revenue required to maintain the same real contribution revenue per EFTS in 2019. required for zero $336.6m 8.9% $29.9m $366.5m $0 7.3 fee included Table 3: Fees Increase Required to Maintain Constant Real Revenue per EFTS in 2020 Actual Government $336.6m 2.1% $7m $343.6m $23.0m contribution BUDGET INCREASE INCREASE NOTIONAL 2019 % $ 2020 Domestic Fees required to make $188.9m 12.2% $23.0m $211.8m $0 Student up deficit Component $336.6m 2.1% $7.0m $343.6m Student Fees Domestic recommended $188.9m 2.0% $3.8m $192.7m $19.2m $188.9m 12.2% $23.0m $211.8m Fees Total $525.5m 5.7% $29.9m $555.4m The University continues to pursue administrative efficiencies as part of its operational effectiveness programme in order to reduce the impact of the lack of indexation of government funding. Multiple functional reviews, for If increases in Government funding rates fully reflected movements in the example, have allowed for the recycling of administrative costs per EFTS. University’s costs, they would need to increase by 5.7% for 2020. In fact, These include the Libraries and Learning Services (LLS) Functional Review Government Student Component funding rates for 2020 are only increasing the IT Functional Review and the Finance Function Review carried out in by an average 2.1%, effectively a cut, or an increase in Government 2018 and 2019. These reviews continue to build on administrative underfunding, of $19.2m, as shown in Table 4. efficiencies through the use of benchmarking and process improvement techniques. In addition, a reduction in the ratio of space per student is The overall deficit, after taking account of the proposed increase in expected to be achieved on completion of the consolidated campus strategy domestic student fees is shown in Table 4. The $19.2m deficit is the i.e. the exit of Tamaki, which is in progress, and Epsom campus scheduled equivalent of approximately 168 staff positions (on average each full-time over future years, thereby reducing the impact of the general increases position in the University incurs costs of approximately $114,000 per being experienced in asset-related costs. annum). However more than offsetting these efficiency initiatives are: increased cost pressures related to our property services portfolio such as depreciation,

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Student Fees Paper – Final Version 3.0 dated 01 October 2019 preliminary costs, demolitions, and increased repairs and maintenance; the The University has two principal options to consider for undergraduate fees: need to invest in new and improved services, for example new academic increase all undergraduate fees by the Annual Maximum Fee Movement or positions and programmes, including the new Design Programme and increase all or a selection of undergraduate fees by less than the Annual increasing our online offerings; internship and employability services; Maximum Fee Movement. increased health and safety support; and externally imposed costs, for example, the impact of compliance with, amongst other legislation, Given that the application of the maximum allowable fee increase of 2.0% hazardous materials regulations, minimum wage legislation, and the is well below the estimated fee increase of 12.2% required to maintain the Vulnerable Children Act. same real revenue per EFTS in 2020, fee increases of less than the maximum allowable cannot be justified. It is also clear that students value well-specified fit-for-purpose facilities as well as having sufficient space for their individual and team learning and We therefore recommend that all undergraduate courses are increased by social needs. Recently Council has approved in principle a fit-for-purpose 2.0%, the maximum allowable under the Annual Maximum Fee Movement 7.3 Recreation and Wellness Centre, and surveys show demand for greater regulations with the only exception being to the Graduate Diploma of access to informal study spaces. The opening of the new Science Tower Teaching.8 was indicative of this demand with high occupancy of the ground-floor space within minutes of opening. Students currently report increasing 4.3 Postgraduate Fees difficulty in finding space on campus to study between lectures and to undertake group work. As with undergraduate fees and using the same rationale, we recommend that the Annual Maximum Fee Movement of 2.0% apply to postgraduate Reducing the ratio of academic staff to students would reduce the overall fees. cost per EFTS. However this would also impact the quality of education offered which would be to the detriment of students and therefore 4.3.1 Postgraduate Taught Programmes inappropriate. It would also negatively impact the University rankings. The While recognising that broader financial issues remain important for University continues to pursue a strategy of improving rather than reducing students, when considering fee levels for postgraduate taught programmes quality and plans to continue the policy, whilst fiscally feasible, of allocating our conclusion is that price is not the major influencer of choice, for several resources to faculties to enable the student:staff ratios of the Go7 to be reasons: matched by discipline.

• Most students report they are taking these programmes with an

expectation of career enhancement, in the form of promotion and/or 4.2 Undergraduate Fees earnings. An expectation of greater earnings is usually associated with a willingness to invest to achieve that outcome. The Annual Maximum Fee Movement for 2020 is in consultation at 2.0% • The University’s brand and reputation is valuable to these students. 7 and anticipated to be set by Government at 2.0%. The Student • In the case of many such programmes, particularly in professional Achievement Component funding increase was set at 1.8% by Government areas, a proportion of students will have their fees wholly or partly and evolves to 2.1% as we apply our student mix assumptions. This Annual covered by their employer. Maximum Fee Movement for 2020 is the same as for 2019, 2018 and 2017 • To a certain extent cheaper programmes can be indicative of a lower and is a reduction from the 3% for 2016 and 4% prior to that. value product.

7 Subsequent to production of the paper for Finance Committee the 2% has been confirmed. at 120. We believe that other providers will find they need to increase their secondary 8 We are changing the programme structure from 120 to 150 points to move all three programmes in length in order to meet new accreditation requirements. An increase to fees programmes to the same length to increase the efficiency of delivery while also anticipating in this area at this time would make the apparent price increase vs our competitors larger. higher accreditation standards. Unfortunately, short-term our competitors remain in market

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As with the undergraduate programmes, the maximum allowable fee increase for postgraduate taught programmes under the Annual Maximum Fee Movement regulations of 2.0% is below the estimated fee increase of 12.2% required to maintain the same real revenue per EFTS in 2020.

Our recommendation therefore, is that all postgraduate taught courses are increased by 2.0%, the maximum allowable under the Annual Maximum Fee Movement regulations.

4.3.2 Research Masters, Bachelors Honours Programmes & Doctoral Programmes 7.3 On average, the University of Auckland’s fees for research masters, bachelors honours programmes and doctoral programmes are similar to those of New Zealand’s other major universities.

Auckland’s high world ranking and leading local status are valued highly by postgraduate students, since the reputation and value of a research-based programme is closely linked to the reputation of the University from which it is gained. There are therefore no grounds, based on comparison with other universities, to restrict fees growth. Indeed, if we were able to charge appropriately we would command a price premium over the other NZ Universities.

Again, as with undergraduate and taught masters programmes, the maximum allowable fee increase for research masters, bachelors honours programmes and doctoral programmes under the Annual Maximum Fee Movement regulations is, at 2.0%, below the estimated fee increase of 12.2% that would be required to maintain the same real revenue per EFTS in 2020.

Our recommendation therefore is that fees for all research masters, bachelors’ honours programmes and doctoral programmes are increased by 2.0%, the maximum allowable under the Annual Maximum Fee Movement regulations.

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5. International Tuition Fees 2020 New Zealand now has the world’s most progressive work rights policy for international students but we continue to suffer from low marks in market In line with best practice, the University sets international student fees two perception for employability and quality. Increased focus and years in advance to maximise the efficiency of our recruitment efforts and communications in these areas are needed to build our brand prestige in to allow interested students and their families to plan for their investment. key markets.

Faculties continue to increase their market share of international students 5.1 Market conditions in New Zealand overall and most programmes wish to maintain current market positioning at the top of the NZ price range and at the lower end of 2018 saw strong growth of 8.4% in international EFTS at the University and the Group of Eight. 2019 targets have been met ahead of Q4 enrolments from the Graduate 7.3 School of Management suite of programmes. 2020 targets in the University’s current strategic plan (2013-2020) were met two years early 5.2 Consultation for 2020 international tuition fees in 2018. We consulted faculty leadership (Deans, Directors of Faculty Finance, etc.) Progress on our four key strategies is as follows: to examine their satisfaction with current and forecast future market positioning, primarily against New Zealand universities and the Group of 8 (Go8). These are based on several assumptions: 2016 to 2019/2020 actual 1. Post-graduate taught masters (PGT) – nearly doubled since 2015 fees, 2020-2023 forecast fees for the competition based on their historical rate of increase as calculated from available data. In addition, we consulted 2. Transnational education (TNE) – first cohort of 55 students from a bespoke survey of Australia and New Zealand international tuition fees Southwest University into Science, and launched AULIN College with produced by StudyMove for Universities New Zealand. Northeast Forestry University in September. TNE enrolments in 2019 increased fourfold. The fees are set to increase at different rates for each faculty based on modelling the fees position in 2021 which affords the opportunity to align 3. Non-award (Study Abroad) – 7% growth in 2018 different programme fees in positions against similar programmes offered by the benchmarked groups of the NZ universities and the Australian Go8. 4. Outbound – 24% outbound participation in 2018 Generally speaking, optimal positioning for each programme is above NZ universities but at low-range Go8. The difference in fees increases reflects Competition continues to intensify with many of our traditional source our efforts to place or keep University of Auckland programmes in this markets also competing to attract international students. Geopolitical niche. Whilst we have posited previously that international UG students are tensions are high with increased discussion of optimal balance and capacity relatively impervious to modest pricing fluctuations, the international PG for international students in higher education systems. student is comparison-shopping from a broad market and is cost-sensitive. Consequently, we have maintained our current market positioning with Our pivot from individual (retail) recruitment to partnership (wholesale) is some adjustments for particular programmes. advancing well in China. Engagement with India has taken off with seven of eight faculties planning leadership time in-market. Joint PhD agreements We suggested a 4% increase in the first instance, but presented each are in negotiation with eight universities in China and India. faculty with a range of scenarios based on a 2% to 5% increase.

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We produced data to support the meetings and discussed: 5.3 Recommendation for 2021 international tuition fees

• Current EFTS As a result of our consultation, we recommend the following increases by • EFTS targets faculty for 2021, as illustrated in Table 5 below. • International market outlooks • New programmes in development • Student shopping habits • Price differences between UoA and competitors • Discipline specific market share in NZ • Recruitment performance (apps, offers and enrolments. Conversion etc.) 7.3 Discussion was dependent on the needs of each faculty. This helped the International Office and faculties identify the optimum price positioning to balance revenue growth through fees increases with recruitment of new international EFTS by weighing up the various factors.

Table 5. Recommended international tuition fee increases by faculty for 2021 Our assessment of EFTS weighting by faculty and study level, assuming Figure 5 illustrates the average weighted increase for 2021 as well as the 2020 projected EFTS enrolment levels at the proposed 2021 international 10-year average. tuition rates, represents an overall weighted increase of 3.7% of international full fee tuition revenues university-wide for 2021. The notable exception above for MHS is the recommendation for a second year of 0% fees increase to re-position the pricing of the Bachelor of Medicine and Surgery fees to a more suitable place. To support progress towards newer enrolment targets of up to 30 new international students per year, 0% is recommended following stiff competition from competitor institutions in the UK and Australia, where UoA is currently at a pricing disadvantage for graduate entry enrolment for the total cost of degree acquisition. We focussed on the largest EFTS bearing programme, MBCHB and equivalents, for our benchmark this year and used the total cost of procuring the qualification, which would enable a student to become a medical doctor. It is shown that the total cost of the degree is one of the most expensive

against its competitors in both the dollar value and the time it takes for a Figure. 5. Average rate of increase in international tuition fees, last 15 years student to qualify.

Taking into account 2020 EFTS projections, an overall increase in revenue from international full fees from 2020 to 2021 is 4.2%. This figure is likely to increase as new projections are made, taking into account EFTS increases from 2019 and the 2020 forecast.

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5.4 Study Abroad Fee This fee is benchmarked in the chart below (Figure 6). Recommendation: Hold at current rate of NZD$12,950

We raised the Study Abroad fee 1.6% to $12,950 in 2019. NZ university and Australian Go8 Study Abroad fee 2019 Analysis of 2018 trends across NZ universities indicate a slowing of study 8

abroad enrolments from both the US and Europe (Auckland remained the Go The University of New South Wales first choice destination for European students and a close second for US NZ Victoria University Wellington students). While contrary to the rest of the NZ market, Auckland

NZ Massey University experienced substantial growth in 2018 and semester 1 2019, semester 2

NZ University of Canterbury enrolments have followed the NZ trend.

NZ Lincoln University 7.3

NZ Auckland University of Technology In 2021, we recommend holding at $12,950 as we consolidate at this higher

NZ Average NZ $12,537 fee. 8

Go The University of Adelaide

NZ University of Otago The average fee for Study Abroad programmes in 2019 in New Zealand is 8

Go Monash University $12,537 ($12,531 in 2018) and $14,359 for the Go8 in Australia.

NZ The University of Auckland $12,950

Go The University of Sydney

NZ University of Waikato

Go The University of Queensland

All Average Go8 and NZ $13,448 8 Go Average Go8 $14,359 8 Go The University of Western Australia 8 Go The University of Melbourne 8 Go Australian National University $0 $5,000 $10,000 $15,000 $20,000 $25,000

Figure.6. Average international tuition fees for Study Abroad programs in Australia and New Zealand. (Source: Huckel, D., Ramirez, K. (2019). Comparative Analysis of international Tuition Fees in Australia and NZ. Sydney, Australia: StudyMove)

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5.5 Study Group 2020 to 2022 fee increases

This section has been removed so that this paper can be included in the agenda for Council – Part A.

7.3

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5.6 Request for expansion of international tuition discount authority

This section has been removed so that this paper can be included in the agenda for Council – Part A.

7.3

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6. Compulsory Student Services Fee

6.1 Compulsory Student Services Fee (CSSF)

The Government passed legislation in 2011 that provides the Minister of Tertiary Education the power to prescribe the range of services that may be funded by compulsory student services fees. The current Ministerial direction on compulsory student services fees prescribes the eligible range of services as follows:

(a) Advocacy and legal advice: Advocating on behalf of individual students and groups of students, and providing independent support to resolve problems. This includes advocacy and legal advice relating 7.3 to accommodation. (b) Careers information, advice and guidance: Supporting students’ transition into post-study employment. (c) Counselling services and pastoral care: Providing non-academic counselling and pastoral care, such as chaplains. (d) Employment information: Providing information about employment opportunities for students while they are studying. (e) Financial support and advice: Providing hardship assistance and advice to students on financial issues. (f) Health services: Providing health care and related welfare services. (g) Media: Supporting the production and dissemination of information by students to students, including newspapers, radio, television and internet-based media. (h) Childcare services: Providing affordable childcare services while parents are studying. (i) Clubs and societies: Supporting student clubs and societies, including through the provision of administrative support and facilities for clubs and societies. (j) Sports, recreation and cultural activities: Providing sports, recreation and cultural activities for students.

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A comparison of 2019 non-tuition fees for New Zealand Universities is shown in the table below.

Table 9:

7.3

Appendix E provides a full breakdown of the distribution of the University’s CSSF income by service category.

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6.2 Student Consultation were verified as enrolled students and their responses are reported below.9 Following the closure of the survey, Campus Life and AUSA met to further In 2019 the annual consultation on the CSSF was undertaken between May discuss the results and consider recommendations for 2019 allocation, and August. Multiple channels for communication and feedback were including areas for additional funding. At the SCG meeting in August, utilised as part of the consultation processes and an outline of the process Student Engagement Manager, Campus Life (Louise Jackson), Student and findings are summarised below. Groups Team Leader (Gemma Skipper) and Associate Director – Student Wellbeing and Engagement (Anne-Marie Parsons) delivered a presentation Consultation on the CSSF began in May at the Student Consultative Group outlining the key feedback from the survey and made recommendations for (SCG) meeting with an overview of the CSSF, services covered by the fee additional expenditure in the areas of Student Groups and Student health, and the 2019 timeline for consultation. Following feedback from students wellbeing and conduct. A copy of the presentation is appended to this paper in previous years that the ‘Consultation Document’ was too text heavy, a (see Appendix F). new format of report was introduced this year with information provided in a more visual way with funding organized by theme rather than Key Survey Findings 7.3 organizational unit. The report (Appendix E) outlined key information on the CSSF, including a definition, an overview of the defined categories, Survey response and structure details of the 2018 spending allocations by theme, benchmarking of levy • 667 respondents were verified as an enrolled student (verification fees at other New Zealand universities, and linked to the website for further was a new process for this year, so we do not have previous data information. for comparison) • 633 respondents completed at least one question in the survey On 1 July the Consultation Document was made available to view on the • 552 respondents completed all questions in the survey University website, it was also circulated to all SCG members and Faculty support teams. In addition to the Consultation Document, a joint University The students were asked: and AUSA survey was conducted to seek feedback from the student body. • Of the services currently funded through the levy, how important are these services to you personally? The survey sought student feedback on: • Regardless of whether you have used these services yourself, how • the importance placed on the services covered by the levy, from important are these services for the whole student body? both an individual and whole student body perspective • the correct mix of services to be supported (preventative vs. For the above two questions, students were provided with a 5 point scale reactive) (not important at all, not very important, neutral, important or very • any other services which should be funded by the levy important) against which they had to asses each service

The survey provided links to the Consultation Document so that • What do you think is the right mix of services to be supported by respondents could find further information about the CSSF. A link to the the student levy survey was made available on the University of Auckland website from the o Services that react when something goes wrong 1 July and was promoted to students via: o Services that aim to prevent or minimise a negative • social media outcome before something goes wrong • e-screens • student e-mails For the above question, students were asked to allocate a percentage split across the two options. The survey was open for a period of 5 weeks until late July. 667 respondents

9 Last year the survey received 1125 responses, in 2018 and 2017 responses were around 770.

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Level of importance of services Figure 7:

Students were asked to rank the importance of services to them personally How important are these services to you and to the whole student body. The key findings were: personally? • Health and Counselling continues to be the most important service 100% for students, (83% of respondents consider it to be important or 80% very important to them personally, 91% considered it to be 60% important or very important to the whole student body). 40% 20% • Employment information (information about employment 0% opportunities for students while they are studying) was deemed to 7.3 be the 2nd most important service to them personally and 4th most important service to the whole student body.

• Careers information, advice and guidance (supporting students’ transition into post-study employment) was ranked the 3rd most Important or very important Neutral Not important or not very important important service to them personally and 2nd most important service to the whole student body. Figure 8: • Financial support and advice was considered to be the 4th most important service to them personally and 3rd most important How important are these services to the service to the whole student body. whole student body? 100% 80% 60% 40% 20% 0%

Important or very important Neutral Not important or not very important

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The table below outlines the rankings for all service areas surveyed. Childcare services: 29.89 10 54.46 9 providing affordable childcare services Table 10: while parents are Category rankings – Importance Ranking Importance Ranking studying important or very to students (importance to the (importance Media: supporting the 31.01 9 37.85 10 important personally to students whole to whole production and (%)* personally) student student dissemination of body (%)* body) information by Health and counselling 82.91 1 90.90 1 students to students services: providing health care and related welfare services *% rated as very important or important Careers information, 80.22 3 87.54 2 advice and guidance: Level of priority of services supporting students' 7.3 transition into post- study employment When considering the correct blend of preventative and reactive services, Financial support and 64.92 4 85.77 3 students considered a heavier focus on preventative spending to be the advice: providing correct approach, with the average response being 61% preventative, 39% hardship assistance and advice to students reactive. Employment 80.57 2 84.94 4 information: providing information about employment opportunities for What do you think is the right mix of students while they are studying services to be supported? Services that Clubs and societies: 64.13 5 70.23 5 supporting student react when groups with funding, something resources, facilities and administrative assistance Advocacy and legal 43.92 8 65.86 6 advice: advocating on behalf of individual students and groups of students Services that Advisory services and 52.94 6 62.74 7 pastoral care: aim to prevent providing non- or minimise a academic advice and pastoral care negative Sports, recreation and 51.90 7 61.30 8 outcome cultural activities: includes sporting programmes, competitions, co- curricular awards and events

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Key themes highlighted through the survey were: Health, wellbeing and conduct $200k be made available to introduce • Focus to be on preventative measures a case management approach to • Access to Health and Counselling services remains a priority for Health and counselling were deemed health, wellbeing and conduct issues students the most important service for both faced by students. the individual and student body. • Careers/Employability services are increasingly important for Current approach to managing student students Respondents believe spending wellbeing is often disjointed support for • Access to financial support needs to be improved/better resourced should be more heavily weighted to students, stress for the referrer, and an • Student clubs remains an important aspect of University provision preventative measures (average uncoordinated effort across the response 61% preventative, 39% University. 2020 Expenditure reactive). This funding sought would support Campus Life and AUSA representatives met during August to discuss the Comments received through the implementation of a case management 7.3 feedback of the survey and possible proposals to be put forward. There are survey: approach which aims to offer ‘Preventative mental health opportunities for early intervention, two proposals for additional expenditure which were presented to SCG at services, which try to identify if improved risk assessment of students its August meeting (see a copy of the presentation at Appendix F). people have mental health issues through (appropriate) sharing of without them actively seeking help information, one co-ordination point for Service Area Campus Life proposal, supported by from the health and counseling concerns and appropriately trained staff AUSA and Student Consultative Group clinic’. to receive and respond to referrers and Student Groups An additional $50k be made available students. The case management for the student groups’ grant fund. ‘Definitely more work towards the approach would also look to intervene in Student Groups were ranked 5th in discriminatory behaviour we have bullying, harassment and discrimination terms of level of importance of Student Groups are a vital part of the witnessed this year’. matters to aid early and effective services for both the individual and student experience and add a level of outcomes. student body. activity and engagement for students which the University would be unable to The proposed initiative would try to Comments received through the resource. Delivery of and engagement address the University’s current gap survey: with student-led events has increased between proactive (wellbeing initiatives) ‘Invest more into the overall student considerably in recent years and Campus and reactive services (crisis experience through clubs. UoA has Life are keen to further build on this interventions). been known to have "no culture", by model. investing more into this area, you Campus Life currently supports over 250 would be able to build up this student groups with room bookings, culture.’ equipment, event management and funding. ‘More funding should be moved from The current funding available in the University organised sports, cultural student groups grant fund is $350k yet and social activities, to student requests of over $1 million were made in organised activities. Supervision, 2018, this was made through 347 grant advice and guidance should be applications from 141 student groups. provided by the university to ensure Each group requested an average of over diversity, safety of the students, and $7500, with over $2500 approved. fairness is maintained. Ultimately The additional $50k would enable the the student led clubs, associations, Student Groups network to expand its and organisations should have more current level of activity and in turn add resources and responsibilities.’ value to the student experience on campus.

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6.3 Recommendation for 2020 Compulsory Student Services Fee The Compulsory Student Services Fee (CSSF) be amended in 2020 as As with the other fees is it important to understand the cost movements follows: in the underlying cost types. Overall cost increases for 2020 based on the assumption of a 30/20/50 split between People, Other Operating, and Asset-related costs leads to a weighted cost increase of 8.3%. This is 1. An increase of $70.68 (8.3%) per full-time student, being the shown in Table 8 below. University’s projected cost movement for 2020 as outlined in Table 11 above, and Table 11: % MIX OF 2. An increase of $24.40 (2.9%) per full-time student ($865k, in COST TYPE % INCREASE AGGREGATE COSTS aggregate) to fund: an increase in the Student Groups Grant Fund ($50k); increases in Counselling, proctor, residential assistants and 3.0% 30% 0.9% 7.3 People costs pastoral care services ($635k), and development of a sexual assault and harassment action plan ($180k). Case management Other Operating 1.9% 20% 0.4% resources to support health, wellbeing and conduct issues faced by Costs students to be prioritised within the current resource pool.

Building & Asset- 14.1% 50% 7.0% 3. But no levy increase to recover the one-off costs of $11.70m related costs relating to demolition costs required for the Recreation & Wellness 8.3% Centre, which the University will bear.

Recommendations We note that the annual per full-time student charge would increase by 11.2% or $95.08 from $847.53 in 2019 to $942.61 in 2020 enabling all Please note that significant one-off costs of $11.70m have not been funded services to be maintained at their current level, and a limited included in the Building & Asset-related cost increase or the following increase in the range of services provided, albeit that the University recommended increases. While a one-off levy could have been imposed it finances will bear the full cost of the one-off Building & Asset related costs. seems counter-intuitive to charge current students for this activity.

We also need to simplify the way the CSSF is charged. Over time exceptions to the fee payment have been established that are not well 7. Other General Fees aligned to the use of the services provided by the Fee and do not take into account changes for individuals provided by the Fee-Free policy. A full list of general fees is included in Appendix D.

We recommend that from 2020, CSSF be charged on the basis of the These are proposed unchanged for 2020. points in which the student is enrolled for all formal enrolments; other than where the courses are for students outside of New Zealand, such as while the student is overseas on an exchange, or non-formal programmes of study such as New Start; and on the basis of an appropriate proportion of the points in which the student is enrolled in programmes fully delivered at locations where only a subset of student services are able to be accessed.

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8. Conclusion and Recommendations

For 2020 undergraduate programmes, it is recommended that the maximum allowable increases under the Annual Maximum Fee Movement regulations are applied for domestic students.

For all 2020 postgraduate taught programmes, research masters, bachelors honours programmes and doctoral programmes, it is recommended that the maximum allowable increases under the Annual Maximum Fee Movement regulations are applied for domestic students.

Detailed schedules of the recommended domestic tuition fees for 2020 are attached as Appendix A. The recommended tuition fees represent an average increase per full-time domestic student of $197 per annum. 7.3 For 2021 international tuition fees it is recommended that an overall weighted increase of 3.7% be applied.

For Study Abroad it is recommended that the fee be held at the current rate of $12,950 for 2021.

For the Standard and Intensive Foundation programmes we confirm Study Group’s fee increase of 2.2% in 2020, 2.9% in 2021, and 2.4% in 2022.

Expanding the Vice-Chancellor’s delegations: • to discount international student tuition to maximum 30% effective from Semester 1 2020 subject to the process in Section 5.6 above. • to exempt from the CSSF those students outside NZ (e.g. those students on an exchange programme) and those students in non- formal programmes such as New Start • to reduce the CSSF proportionately for those programmes fully delivered at locations where only a subset of student services are able to be accessed.

Detailed schedules of the recommended international tuition fees for 2021 are attached as Appendix B.

For the Compulsory Student Services Fee, a fee of $7.86 per point (GST inclusive) or $942.61 per full-time student, is recommended.

All other fees are set as outlined in Appendix D.

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It is recommended that Finance Committee recommend to Council:

THAT this report be received THAT Council approve the attached Domestic Fees Schedule for 2020 THAT Council approve the attached International Fees Schedule for 2021 THAT Council authorise the Vice-Chancellor to assign any new programmes, or programmes becoming newly available to international students in 2021, to an appropriate band to enable offers to be made during the recruitment cycle, and report these decisions back to Council THAT Council authorise the Vice-Chancellor to set fees for University programmes delivered offshore and to report those to the Council meeting immediately following 7.3 THAT Council authorise the Vice-Chancellor to authorise faculty Deans to award bursaries (effectively a discount) on international fees on the understanding that this should drive volume, that the published fee remains at the approved rate and that standard University overheads are not compromised THAT Council approves the Compulsory Student Services Fee at $7.86 per point (GST inclusive) THAT Council authorise the Vice-Chancellor: • to discount international student tuition to maximum 30% effective from Semester 1 2020 subject to the process in 5.6 above. • to exempt from the CSSF those students outside NZ (e.g. those students on an exchange programme) and those students in non- formal programmes such as New Start • to reduce the CSSF proportionately for those programmes fully delivered at locations where only a subset of student services are able to be accessed.

THAT Council approve the attached Other Fees Schedule for 2020 THAT Council consider this report in PART A of its meeting with the exception of Sections 5.5, 5.6 and Appendix C which should be considered in Part B

Professor Stuart McCutcheon Adrienne Cleland VICE-CHANCELLOR DEPUTY VICE-CHANCELLOR (OPERATIONS)

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Appendix A

2019 ‐ 2020 Domestic Fees projection by Fee band

2019 Projected 2020 Projected EFTS Fee/pt Revenue EFTS  Fee/pt Revenue Faculty of Arts Undergraduate AUC‐STD UG‐Arts Standard 3,596.5 $51.00$ 22,010,402 3,562.5 2.0% $52.02$ 22,238,320 7.3 AUC‐PRM UG‐Arts Premium 225.0 $58.82$ 1,587,871 218.6 2.0% $60.00$ 1,573,790

Postgraduate APT‐STD PGT‐Arts Standard 222.8 $69.99$ 1,871,122 241.2 2.0% $71.39$ 2,066,039 APT‐STD‐EXT PGT‐Arts Standard (Ext) 0.2 $34.99 $ 828 0.2 2.0% $35.69 $ 960 APT‐PRM PGT‐Arts Premium 22.1 $77.29$ 204,781 26.7 2.0% $78.84$ 252,591 APT‐PRM‐EXT PGT‐Arts Premium (Ext) 0.2 $38.65 $ 852 0.2 2.0% $39.42 $ 910 APR‐STD PGR‐Arts Standard 100.3 $62.88$ 756,964 108.7 2.0% $64.14$ 836,807 APR‐STD‐EXT PGR‐Arts Standard (Ext) 7.2 $31.43$ 26,986 7.8 2.0% $32.06$ 29,989 APR‐THEO PGR‐Theology 0.3 $62.88$ 2,180 0.3 2.0% $64.14$ 2,409 APR‐PRM PGR‐Arts Premium 13.5 $71.09$ 115,100 14.1 2.0% $72.51$ 122,530 APR‐PRM‐EXT PGR‐Arts Premium (Ext) 0.5 $35.55$ 1,959 0.5 2.0% $36.26$ 2,091

Faculty of Business and Economics Undergraduate BUQ‐STD UG‐Business Standard 3,525.1 $54.95$ 23,244,370 3,477.1 2.0% $56.05$ 23,387,249

Postgraduate BPT‐STD PGT‐Business Standard 100.2 $77.81$ 935,602 105.5 2.0% $79.37$ 1,005,211 BPT‐STD‐EXT PGT‐Business (Ext) ‐ $38.90 $‐ ‐ 2.0% $39.68 $‐ BPR‐STD PGR‐Business Standard 31.9 $71.64Excluded$ 274,589 32.0 2.0% $73.07$ 280,747 BPR‐STD‐EXT PGR‐Business (Ext) 0.9 $35.82$ 3,691 0.9 2.0% $36.54$ 3,853 BPQ‐MBA1 PG‐MBA Part 1 95.3 $152.09$ 1,739,826 98.0 2.0% $155.13$ 1,824,059 BPQ‐MBA2 PG‐MBA Part 2 41.3 $231.64$ 1,146,908 42.6 2.0% $236.27$ 1,207,480 BPQ‐PROMSR PG‐Professional Masters 55.5 $146.25$ 973,842 57.2 2.0% $149.18$ 1,023,818

Faculty of Creative Arts and Industries Undergraduate CUQ‐ARCSTD UG‐Architecture StandardPublic 151.3 $55.75$ 1,012,180 144.4 2.0% $56.87$ 985,598 CUQ‐ARCPRM UG‐Architecture Premium 119.2 $68.02$ 972,635 113.7 2.0% $69.38$ 947,004 ^ CUQ‐DESIGN UG‐Design ‐ 61.5 $69.38$ 512,024 CUC‐DMSTD UG‐Dance & Music Standard 58.0 $51.00$ 355,058 56.6 2.0% $52.02$ 353,153 CUC‐DMPRM UG‐Dance & Music Premium 319.9 $58.82$ 2,258,040 311.9 2.0% $60.00$ 2,245,939 CUQ‐FA UG‐Fine Arts 180.6 $58.82$ 1,274,855 178.7 2.0% $60.00$ 1,286,382 CUQ‐PLNSTD UG‐Urban Planning Standard 90.8 $55.75$ 607,673 86.7 2.0% $56.87$ 591,715 CUQ‐PLNPRM UG‐Urban Planning Premium 31.0 $68.02$ 252,769 29.6 2.0% $69.38$ 246,108

Postgraduate CPT‐ARCSTD PGT‐Architecture Standard 96.7 $70.92$ 822,690 107.1 2.0% $72.34$ 930,008 CPT‐DESIGN PGT‐Design CPT‐MUSSTD PGT‐Music Standard 1.3 $69.99$ 11,274 1.3 2.0% $71.39$ 10,744 CPT‐MUSPRM PGT‐Music Premium 34.9 $77.35$ 323,955 32.6 2.0% $78.90$ 308,737 CPT‐PASTD PGT‐Dance Standard ‐ $69.99 $‐ ‐ 2.0% $71.39 $‐ CPT‐PAPRM PGT‐Dance Premium 12.0 $77.35$ 111,015 10.7 2.0% $78.90$ 101,250

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2019 Projected 2020 Projected EFTS Fee/pt Revenue EFTS  Fee/pt Revenue CPT‐PLNSTD PGT‐Planning Standard ‐ $70.92 $ ‐ ‐ 2.0% $72.34 $ ‐ CPT‐UBDSTD PGT‐Urban Design Standard 50.8 $77.29$ 471,555 56.3 2.0% $78.84$ 533,085 CPT‐UBDPRM PGT‐Urban Design Premium 22.5 $86.06$ 232,428 24.9 2.0% $87.78$ 262,738 CPR‐ARC PGR‐Architecture 111.2 $63.98$ 853,766 90.5 2.0% $65.26$ 708,692 CPR‐ARC‐EXT PGR‐Architecture (Ext) 1.7 $32.00$ 6,629 1.4 2.0% $32.64$ 5,458 CPR‐DESIGN PGR‐Design CPR‐FA PGR‐Fine Arts 67.7 $68.20$ 554,310 81.0 2.0% $69.56$ 676,012 7.3 CPR‐FA‐EXT PGR‐ Fine Arts (Ext) 0.5 $34.10$ 2,108 0.6 2.0% $34.78$ 2,570 CPR‐MUS PGR‐Music 8.9 $71.09$ 75,782 10.0 2.0% $72.51$ 86,941 CPR‐MUS‐EXT PGR‐Music (Ext) 0.2 $35.55 $ 842 0.2 2.0% $36.26 $ 966 CPR‐PA PGR‐Performing Arts 5.2 $71.09$ 44,783 5.6 2.0% $72.51$ 49,046 CPR‐PA‐EXT PGR‐Performing Arts (Ext) ‐ $35.55 $ ‐ ‐ 2.0% $36.26 $ ‐ CPR‐PLN PGR‐Urban Planning ‐ $63.98 $ ‐ ‐ 2.0% $65.26 $ ‐

Faculty of Education and Social Work Undergraduate DUQ‐STD UG‐Education 1,100.2 $51.00$ 6,733,505 1,056.2 2.0% $52.02$ 6,593,131

Postgraduate DPT‐STD PGT‐Education Standard 275.0 $64.12$ 2,115,765 323.4 2.0% $65.40$ 2,537,708 DPT‐STD‐EXT PGT‐Education Standard (Ext) 1.3 $32.05$ 5,129 1.4 2.0% $32.69$ 5,629 DPR‐STD PGR‐Education Standard 53.2 $62.88$ 401,067 60.9 2.0% $64.14$ 469,049 DPR‐STD‐EXT PGR‐Education Standard (Ext) 2.4 $31.43$ 9,086 2.7 2.0% $32.06$ 10,370 DPQ‐GDTCH PG‐Grad Dip. Teaching 351.5 $64.12$ 2,704,199 537.1 $52.32$ 3,372,354 DPQ‐PGCPS PG‐Grad Cert. Prof Supervision ‐ $64.12 $ ‐ ‐ 2.0% $65.40 $ ‐ DPQ‐PGCAP PG‐PGCert. Acad Practice 1.9 $69.99$ 15,748 1.9 2.0% $71.39$ 16,063 ‐ Excluded‐ Faculty of Engineering ‐ ‐ Undergraduate ‐ ‐ EUQ‐STD UG‐Engineering Standard 2,516.6 $68.02$ 20,541,521 2,528.0 2.0% $69.38$ 21,046,848 ‐ ‐ Postgraduate ‐ ‐ EPT‐STD PGT‐Engineering Standard 682.7 $86.06$ 7,050,718 711.1 2.0% $87.78$ 7,490,055 EPT‐STD‐EXT PGT‐Engineering Standard (Ext) 0.2 $43.03$ 1,279 0.5 2.0% $43.89$ 2,724 EPR‐STD PGR‐Engineering StandardPublic 40.5 $80.43$ 390,561 34.0 2.0% $82.04$ 334,627 EPR‐STD‐EXT PGR‐Engineering Standard (Ext) 0.3 $40.20$ 1,384 0.2 2.0% $41.00$ 1,204 EPQ‐LGTMTL PG‐PG Cert. Eng in Light Metals ‐ $287.70 $ ‐ ‐ 2.0% $293.45 $ ‐ EPQ‐PGCGT PG‐PGCert. Geo Energy Tech ‐ $86.06 $ ‐ ‐ 2.0% $87.78 $ ‐ EPQ‐DISMGT PG‐Master of Disaster Mgmt 2.9 $146.25$ 50,530 2.9 2.0% $149.18$ 52,063

Faculty of Law Undergraduate LUQ‐STD UG‐Law Standard 1,385.5 $54.95$ 9,135,838 1,445.9 2.0% $56.05$ 9,725,314

Postgraduate LPT‐STD PGT‐Law Standard 107.2 $84.22$ 1,082,906 104.7 2.0% $85.90$ 1,079,261 LPT‐STD‐EXT PGT‐Law Standard (Ext) 1.0 $42.11$ 4,856 0.9 2.0% $42.95$ 4,854 LPR‐STD PGR‐Law Standard 3.3 $71.64$ 28,192 3.7 2.0% $73.07$ 32,132 LPR‐STD‐EXT PGR‐Law Standard (Ext) 0.6 $35.82$ 2,516 0.7 2.0% $36.54$ 2,994

107 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

2019 Projected 2020 Projected EFTS Fee/pt Revenue EFTS  Fee/pt Revenue Faculty of Medical and Health Sciences Foundation MFQ‐CTHSC Foundation‐Cert Health Sci 56.4 $8.87$ 60,022 58.0 2.0% $9.05$ 62,989

Undergraduate MUC‐LAB UG‐Med Lab 22.9 $66.19$ 181,798 24.9 2.0% $67.51$ 201,918 MUQ‐HSCSTD UG‐Health Science Standard 117.8 $51.00$ 721,041 118.1 2.0% $52.02$ 736,981 7.3 MUQ‐HSCPRM UG‐Health Science Premium 471.3 $58.82$ 3,326,313 486.2 2.0% $60.00$ 3,500,461 MUQ‐HSCLAB UG‐Health Science Lab 52.9 $66.19$ 420,109 53.3 2.0% $67.51$ 432,099 MUQ‐MBCHB UG‐MBChB 1,285.2 $130.76$ 20,165,947 1,298.1 2.0% $133.38$ 20,776,764 MUQ‐NURSE UG‐Nursing 190.8 $58.82$ 1,346,942 208.9 2.0% $60.00$ 1,504,361 MUQ‐OPTOM UG‐Optometry 200.3 $74.41$ 1,788,758 189.0 2.0% $75.90$ 1,721,838 MUQ‐OPTOM‐EXT UG‐Optometry (Ext) 0.3 $37.21$ 1,497 0.3 2.0% $37.95$ 1,439 MUQ‐PHARM UG‐Pharmacy 261.0 $66.19$ 2,072,698 266.1 2.0% $67.51$ 2,155,874

Postgraduate MPT‐CLNIMG PGT‐Clinical Imaging 8.3 $77.29$ 77,200 8.4 2.0% $78.84$ 79,592 MPT‐STD PGT‐Med Standard 1,092.9 $77.29$ 10,136,438 1,161.4 2.0% $78.84$ 10,988,000 MPT‐STD‐EXT PGT‐Med Standard (Ext) 0.7 $38.65$ 3,151 0.7 2.0% $39.42$ 3,473 MPR‐STD PGR‐Standard 136.5 $71.09$ 1,164,072 139.8 2.0% $72.51$ 1,216,208 MPR‐STD‐EXT PGR‐Standard (Ext) 3.6 $35.55$ 15,166 4.0 2.0% $36.26$ 17,247 MPR‐OPTOM PGR‐Optometry 0.5 $72.38$ 4,517 15.3 2.0% $73.83$ 135,395 MPQ‐DPPAE PGR‐Dip Paediatrics 0.3 $47.22$ 1,790 0.3 2.0% $48.16$ 1,826

Faculty of Science Undergraduate SUC‐STD UG‐Science Standard 1,267.3 $51.00Excluded$ 7,755,590 1,292.6 2.0% $52.02$ 8,068,818 SUC‐PRM UG‐Science Premium 4,192.8 $58.82$ 29,594,618 4,269.7 2.0% $60.00$ 30,741,481 SUC‐LAB UG‐Science Lab 16.3 $60.58$ 118,850 16.6 2.0% $61.79$ 123,335

Postgraduate SPT‐STD PGT‐Science Standard 69.2 $73.22$ 608,199 71.1 2.0% $74.68$ 637,542 SPT‐STD‐EXT PGT‐Science Standard (Ext) 0.4 $36.60$ 1,717 0.4 2.0% $37.33$ 1,795 SPT‐PRM PGT‐Science Premium 390.6 $77.29$ 3,622,509 420.4 2.0% $78.84$ 3,977,382 SPT‐PRM‐EXT PGT‐Science Premium (Ext)Public 0.4 $38.65$ 2,057 0.5 2.0% $39.42$ 2,220 SPR‐STD PGR‐Science Standard 14.4 $66.71$ 115,137 14.7 2.0% $68.04$ 120,083 SPR‐STD‐EXT PGR‐Science Standard (Ext) 0.6 $33.36$ 2,206 0.6 2.0% $34.03$ 2,272 SPR‐PRM PGR‐Science Premium 216.5 $71.09$ 1,847,122 225.2 2.0% $72.51$ 1,959,358 SPR‐PRM‐EXT PGR‐Science Premium (Ext) 12.3 $35.55$ 52,652 12.9 2.0% $36.26$ 56,245

University Programmes ^ UFQ‐TFC Foundation‐TFC/Cert Acad Prep 302.2 $6.21$ 225,220 326.0 $52.00$ 2,034,413 UFQ‐FCEAP Foundation‐Cert Acad Purposes ‐ $50.98 $ ‐ ‐ 2.0% $52.00 $ ‐ UFQ‐FSTCT Foundation Studies Certificate ‐ $52.00 $ ‐ UFQ‐NWSTRT Foundation New Start 10.7 $79.59$ 102,418 15.0 2.0% $81.18$ 146,124 URQ‐DOC PG‐Higher Doctorate 78.1 $59.24$ 555,544 78.7 2.0% $60.42$ 570,427 URQ‐PHD PG‐PhD 2,173.8 $59.24$ 15,452,848 2,241.5 2.0% $60.42$ 16,251,455 URQ‐MPHL MPhil ‐ $59.24 $ ‐ ‐ 2.0% $60.42 $ ‐ UUQ‐EXCHGE Inbound Exchange COPEX 189.2 $0.00 $ ‐ 189.9 2.0% $0.00 $ ‐ UUQ‐EXOUT Outbound Exchange ‐ $51.00 $ ‐ ‐ 2.0% $52.02 $ ‐

108 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

2019 Projected 2020 Projected EFTS Fee/pt Revenue EFTS  Fee/pt Revenue

28,766 $ 216,961,164 29,424 $ 227,708,813

Student Services Fee $7.06 $ 24,370,342 11.3% $7.86 $ 27,735,733

Notes: Extention for research courses have normal fee bands but are charged at 50% of the full rate. 7.3 Fees for New Start are non‐SAC funded and are not subjected to Annual Maximum Fee Movement Policy ^ subjected to TEC approval

Excluded

Public

109 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Appendix B

2019 ‐ 2021 International Fees projection

2019 2020 2021 EFTS Fee/pt Pro. Revenue EFTS Fee/pt Pro. Revenue EFTS  Fee/pt Pro. Revenue Faculty of Arts Undergraduate AUC‐STD UG‐Arts Standard 511.2 $248.70$ 15,257,454 563.9 $258.65$ 17,503,424 590.9 4.0% $269.00$ 19,073,280 7.3 AUC‐PRM UG‐Arts Premium 14.3 $291.96$ 500,702 15.9 $303.64$ 578,127 16.3 4.0% $315.79$ 618,560

Postgraduate APT‐STD PGT‐Arts Standard 113.3 $280.73$ 3,816,582 123.4 $291.96$ 4,324,551 130.2 3.0% $300.72$ 4,698,503 APT‐STD‐EXT PGT‐Arts Standard (Ext) ‐ $140.37 $ ‐ ‐ $145.98 $ ‐ ‐ 3.0% $150.36 $ ‐ APT‐PRM PGT‐Arts Premium 2.9 $329.87$ 114,175 3.0 $343.06$ 125,484 3.2 3.0% $353.35$ 135,036 APT‐PRM‐EXT PGT‐Arts Premium (Ext) ‐ $164.94 $ ‐ ‐ $171.54 $ ‐ ‐ 3.0% $176.69 $ ‐ APR‐STD PGR‐Arts Standard 6.0 $280.73$ 202,462 6.4 $291.96$ 225,955 6.8 3.0% $300.72$ 247,184 APR‐STD‐EXT PGR‐Arts Standard (Ext) 0.6 $140.37$ 9,677 0.5 $145.98$ 8,551 0.5 3.0% $150.36$ 9,013 APR‐THEO PGR‐Theology 0.5 $280.73$ 16,883 0.4 $291.96$ 12,303 0.4 3.0% $300.72$ 12,672 APR‐PRM PGR‐Arts Premium 2.2 $329.87$ 88,727 2.5 $343.06$ 102,076 2.7 3.0% $353.35$ 115,234 APR‐PRM‐EXT PGR‐Arts Premium (Ext) ‐ $164.94 $ ‐ ‐ $171.54 $ ‐ ‐ 3.0% $176.69 $ ‐

Faculty of Business and Economics Undergraduate BUQ‐STD UG‐Business Standard 1,129.5 $294.77$ 39,953,250 1,155.2 $309.51$ 42,906,282 1,160.7 4.0% $321.89$ 44,833,469

Postgraduate BPT‐STD PGT‐Business Standard 107.5 $294.77$ 3,800,826 112.3 $306.56 $ 4,132,981 127.7 4.0% $318.82$ 4,886,000 BPT‐STD‐EXT PGT‐Business (Ext) ‐ $147.39 $ ‐ ‐ $153.29 $ ‐ ‐ 4.0% $159.42 $ ‐ BPR‐STD PGR‐Business Standard 19.0 $294.77$ 673,556 19.4 $306.56$ 712,842 22.0 4.0% $318.82$ 842,799 BPR‐STD‐EXT PGR‐Business (Ext) ‐ $147.39 $ ‐ ‐ $153.29 $ ‐ ‐ 4.0% $159.42 $ ‐ BPQ‐MBA1 PG‐MBA Part 1 10.1 $372.76$ 451,493 10.8 $387.67$ 503,272 11.4 4.0% $403.18$ 551,588 BPQ‐MBA2 PG‐MBA Part 2 0.2 $372.76$ 8,629 0.2 $387.67$ 9,561 0.2 4.0% $403.18$ 9,943 BPQ‐PROMSR PG‐Professional Masters 398.0 $309.80$ 14,794,432 426.4 $322.19$ 16,486,277 426.4 4.0% $335.08$ 17,145,851

Faculty of Creative Arts and Industries Undergraduate CUQ‐ARCSTD UG‐Architecture Standard 37.5 $322.42$ 1,449,767 33.8 $335.32$ 1,361,752 32.4 4.0% $348.73$ 1,356,592 CUQ‐ARCPRM UG‐Architecture Premium 31.2 $322.42$ 1,208,045 28.2 $335.32$ 1,134,704 27.0 4.0% $348.73$ 1,130,404 CUQ‐DESIGN UG‐Design ‐ 15.0 $316.53$ 569,754 34.5 4.0% $329.19$ 1,362,847 CUC‐DMSTD UG‐Dance & Music Standard 3.0 $291.96$ 104,479 3.0 $303.64$ 110,962 3.1 4.0% $315.79$ 115,693 CUC‐DMPRM UG‐Dance & Music Premium 18.2 $291.96$ 637,125 19.7 $303.64$ 719,146 17.7 4.0% $315.79$ 672,556 CUQ‐FA UG‐Fine Arts 31.1 $291.96$ 1,089,886 34.5 $303.64$ 1,256,249 27.4 4.0% $315.79$ 1,036,757 CUQ‐PLNSTD UG‐Urban Planning Standard 7.1 $291.96$ 248,200 6.4 $303.64$ 233,130 6.1 4.0% $315.79$ 232,252 CUQ‐PLNPRM UG‐Urban Planning PremiumPublic 2.1 $291.96$ 73,541Excluded1.9 $303.64$ 69,076 1.8 4.0% $315.79$ 68,815

Postgraduate CPT‐ARCSTD PGT‐Architecture Standard 12.8 $343.06$ 525,412 16.1 $356.78$ 688,958 13.1 4.0% $371.05$ 585,200 CPT‐DESIGN PGT‐Design 5.5 $357.06$ 235,660 CPT‐MUSSTD PGT‐Music Standard ‐ $291.96 $ ‐ ‐ $303.64 $ ‐ ‐ 4.0% $315.79 $ ‐ CPT‐MUSPRM PGT‐Music Premium 1.3 $291.96$ 43,794 2.0 $303.64$ 72,308 1.3 4.0% $315.79$ 51,148 CPT‐PASTD PGT‐Dance Standard ‐ $343.06 $ ‐ ‐ $356.78 $ ‐ ‐ 4.0% $371.05 $ ‐ CPT‐PAPRM PGT‐Dance Premium 1.8 $343.06$ 72,246 2.1 $356.78$ 90,596 2.0 4.0% $371.05$ 89,684 CPT‐PLNSTD PGT‐Planning Standard ‐ $291.96 $ ‐ ‐ $303.64 $ ‐ ‐ 4.0% $315.79 $ ‐ CPT‐UBDSTD PGT‐Urban Design Standard 13.1 $343.06$ 541,174 16.6 $356.78$ 709,626 13.5 4.0% $371.05$ 602,756 CPT‐UBDPRM PGT‐Urban Design Premium 5.9 $343.06$ 241,689 7.4 $356.78$ 316,921 6.0 4.0% $371.05$ 269,192 CPR‐ARC PGR‐Architecture 15.6 $343.06$ 642,809 23.1 $356.78$ 988,559 27.3 4.0% $371.05$ 1,217,339 CPR‐ARC‐EXT PGR‐Architecture (Ext) ‐ $171.54 $ ‐ ‐ $178.40 $ ‐ ‐ 4.0% $185.54 $ ‐ CPR‐DESIGN PGR‐Design 0.5 $357.06$ 21,424 CPR‐FA PGR‐Fine Arts 5.5 $343.06$ 226,395 4.2 $343.06$ 174,936 3.0 0.0% $343.06$ 124,198 CPR‐FA‐EXT PGR‐Fine Arts (Ext) ‐ $171.54 $ ‐ ‐ $171.54 $ ‐ ‐ 0.0% $171.54 $ ‐ CPR‐MUS PGR‐Music 2.0 $291.96$ 70,097 2.0 $303.64$ 72,902 2.0 4.0% $315.79$ 75,819

110 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

2019 2020 2021 EFTS Fee/pt Pro. Revenue EFTS Fee/pt Pro. Revenue EFTS  Fee/pt Pro. Revenue CPR‐MUS‐EXT PGR‐Music (Ext) ‐ $145.98 $ ‐ ‐ $151.82 $ ‐ ‐ 4.0% $157.89 $ ‐ CPR‐PA PGR‐Performing Arts 6.5 $343.06$ 267,624 5.7 $356.78$ 242,647 5.7 4.0% $371.05$ 254,826 CPR‐PA‐EXT PGR‐Performing Arts (Ext) ‐ $171.54 $ ‐ ‐ $178.40 $ ‐ ‐ 4.0% $185.54 $ ‐ CPR‐PLN PGR‐Urban Planning ‐ $291.96 $ ‐ ‐ $303.64 $ ‐ ‐ 4.0% $315.79 $ ‐

Faculty of Education and Social Work Undergraduate 7.3 DUQ‐STD UG‐Education 61.4 $250.38$ 1,845,705 79.7 $260.40$ 2,489,431 92.5 4.0% $270.82$ 3,007,243

Postgraduate DPT‐STD PGT‐Education Standard 35.6 $280.73$ 1,199,233 32.0 $286.34$ 1,099,125 32.1 2.0% $292.07$ 1,126,621 DPT‐STD‐EXT PGT‐Education Standard (Ext) ‐ $140.37 $ ‐ ‐ $143.18 $ ‐ ‐ 2.0% $146.04 $ ‐ DPR‐STD PGR‐Education Standard 9.4 $280.73$ 318,167 8.2 $286.34$ 281,050 8.2 2.0% $292.07$ 287,037 DPR‐STD‐EXT PGR‐Education Standard (Ext) 0.1 $140.37$ 1,387 0.1 $143.18$ 1,757 0.2 2.0% $146.04$ 3,940 DPQ‐GDTCH PG‐Grad Dip. Teaching 33.9 $217.10$ 883,310 31.6 $221.44$ 839,474 32.1 2.0% $225.87$ 871,195 DPQ‐PGCPS PG‐Grad Cert. Prof Supervision ‐ $280.73 $ ‐ ‐ $286.34 $ ‐ ‐ 2.0% $292.07 $ ‐ DPQ‐PGCAP PG‐PGCert. Acad Practice ‐ $217.10 $ ‐ ‐ $221.44 $ ‐ ‐ 2.0% $225.87 $ ‐

Faculty of Engineering Undergraduate EUQ‐STD UG‐Engineering Standard 274.5 $362.15$ 11,928,678 282.3 $373.01$ 12,637,048 271.6 4.0% $387.93$ 12,641,429

Postgraduate EPT‐STD PGT‐Engineering Standard 390.9 $343.06$ 16,093,458 397.7 $356.78$ 17,027,003 429.5 4.0% $371.05$ 19,126,006 EPT‐STD‐EXT PGT‐Engineering Standard (Ext) ‐ $171.54$ ‐ ‐ $178.40$ ‐ ‐ 4.0% $185.54$ ‐ EPR‐STD PGR‐Engineering Standard 23.3 $343.06$ 960,062 24.3 $356.78$ 1,038,768 24.4 4.0% $371.05$ 1,084,379 EPR‐STD‐EXT PGR‐Engineering Standard (Ext) 0.9 $171.54$ 18,789 1.0 $178.40$ 21,800 1.0 4.0% $185.54$ 22,504 EPQ‐LGTMTL PG‐PG Cert. Eng in Light Metals ‐ $343.06$ ‐ ‐ $356.78$ ‐ ‐ 4.0% $371.05$ ‐ EPQ‐PGCGT PG‐PGCert. Geo Energy Tech 3.7 $421.71$ 186,612 4.1 $438.58$ 214,100 4.5 4.0% $456.12$ 244,920 EPQ‐DISMGT PG‐Master of Disaster Mgmt 8.8 $345.39$ 363,113 9.0 $359.21$ 390,041 9.9 4.0% $373.58$ 444,769 Faculty of Law Excluded Undergraduate LUQ‐STD UG‐Law Standard 34.2 $291.96$ 1,199,849 39.0 $306.56$ 1,435,951 39.0 3.0% $315.76$ 1,479,045 ‐ ‐ ‐ Postgraduate ‐ ‐ ‐ LPT‐STD PGT‐Law Standard 23.1 $297.60$ 824,069 24.7 $309.50$ 918,678 28.6 5.0% $324.98$ 1,117,098 LPT‐STD‐EXT PGT‐Law Standard (Ext) ‐ $148.81 $ ‐ ‐ $154.76 $ ‐ ‐ 5.0% $162.50 $ ‐ LPR‐STD PGR‐Law Standard ‐ $297.60 $ ‐ ‐ $309.50 $ ‐ ‐ 5.0% $324.98 $ ‐ LPR‐STD‐EXT PGR‐Law Standard (Ext) ‐ $148.81 $ ‐ ‐ $154.76 $ ‐ ‐ 5.0% $162.50 $ ‐ Faculty of Medical and Health Sciences Public Foundation MFQ‐CTHSC Foundation‐Cert Health Sci ‐ $0.00 $ ‐ ‐ $0.00 $ ‐ ‐ 0.0% $0.00 $ ‐

Undergraduate MUC‐LAB UG‐Med Lab 1.2 $355.05$ 52,717 1.3 $355.05$ 53,463 1.3 0.0% $355.05$ 53,476 MUQ‐HSCSTD UG‐Health Science Standard 6.9 $286.34$ 238,224 7.1 $286.34$ 242,489 7.2 0.0% $286.34$ 248,620 MUQ‐HSCPRM UG‐Health Science Premium 30.3 $286.34$ 1,041,714 30.5 $286.34$ 1,048,287 30.9 0.0% $286.34$ 1,063,389 MUQ‐HSCLAB UG‐Health Science Lab 1.0 $286.34$ 34,741 1.0 $286.34$ 35,363 1.1 0.0% $286.34$ 36,257 MUQ‐MBCHB UG‐MBChB 84.4 $644.40$ 6,528,019 102.1 $644.40$ 7,892,417 112.0 0.0% $644.40$ 8,663,345 MUQ‐NURSE UG‐Nursing 13.6 $286.34$ 467,182 14.9 $286.34$ 513,575 20.0 0.0% $286.34$ 688,736 MUQ‐OPTOM UG‐Optometry 3.6 $459.58$ 199,917 2.3 $459.58$ 125,282 3.4 0.0% $459.58$ 188,845 MUQ‐OPTOM‐EXT UG‐Optometry (Ext) ‐ $229.79 $ ‐ ‐ $229.79 $ ‐ ‐ 0.0% $229.79 $ ‐ MUQ‐PHARM UG‐Pharmacy 10.5 $369.25$ 464,230 11.2 $369.25$ 495,714 12.2 0.0% $369.25$ 540,370 MUQ‐MEDIMG UG‐Medical Imaging ‐ $ ‐ ‐ $ ‐ ‐ $ ‐

Postgraduate MPT‐CLNIMG PGT‐Clinical Imaging ‐ $644.40 $ ‐ ‐ $644.40 $ ‐ ‐ 0.0% $644.40 $ ‐ MPT‐STD PGT‐Med Standard 57.6 $369.25$ 2,552,918 59.5 $369.25$ 2,637,714 60.1 0.0% $369.25$ 2,661,799

111 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

2019 2020 2021 EFTS Fee/pt Pro. Revenue EFTS Fee/pt Pro. Revenue EFTS  Fee/pt Pro. Revenue MPT‐STD‐EXT PGT‐Med Standard (Ext) ‐ $184.63 $ ‐ ‐ $184.63 $ ‐ ‐ 0.0% $184.63 $ ‐ MPR‐STD PGR‐Standard 12.8 $369.25$ 565,703 17.3 $369.25$ 766,814 18.7 0.0% $369.25$ 829,056 MPR‐STD‐EXT PGR‐Standard (Ext) 0.2 $184.63$ 5,131 0.1 $184.63$ 2,770 0.1 0.0% $184.63$ 2,991 MPR‐OPTOM PGR‐Optometry ‐ $369.25 $ ‐ ‐ $369.25 $ ‐ ‐ 0.0% $369.25 $ ‐ MPQ‐DPPAE PGR‐Dip Paediatrics 0.5 $89.09$ 5,879 0.6 $89.09$ 5,917 0.6 0.0% $89.09$ 5,917

Faculty of Science Undergraduate SUC‐STD UG‐Science Standard 481.1 $291.96$ 16,854,716 519.9 $303.64$ 18,944,784 549.6 4.0% $315.79$ 20,828,709 7.3 SUC‐PRM UG‐Science Premium 697.0 $291.96$ 24,418,206 785.6 $303.64$ 28,623,839 863.0 4.0% $315.79$ 32,701,331 SUC‐LAB UG‐Science Lab 4.2 $291.96$ 148,861 4.8 $303.64$ 173,433 5.2 4.0% $315.79$ 195,648

Postgraduate SPT‐STD PGT‐Science Standard 46.9 $343.06$ 1,932,261 66.3 $356.78$ 2,840,664 70.8 4.0% $371.05$ 3,150,885 SPT‐STD‐EXT PGT‐Science Standard (Ext) ‐ $171.54 $ ‐ ‐ $178.40 $ ‐ ‐ 4.0% $185.54 $ ‐ SPT‐PRM PGT‐Science Premium 154.8 $343.06$ 6,372,374 183.6 $356.78$ 7,859,804 197.6 4.0% $371.05$ 8,799,875 SPT‐PRM‐EXT PGT‐Science Premium (Ext) 0.1 $171.54$ 1,402 0.1 $178.40$ 1,531 0.1 4.0% $185.54$ 1,672 SPR‐STD PGR‐Science Standard 3.3 $343.06$ 134,657 2.9 $356.78$ 123,519 3.0 4.0% $371.05$ 134,880 SPR‐STD‐EXT PGR‐Science Standard (Ext) ‐ $171.54 $ ‐ ‐ $178.40 $ ‐ ‐ 4.0% $185.54 $ ‐ SPR‐PRM PGR‐Science Premium 51.9 $343.06$ 2,134,520 57.8 $356.78$ 2,475,220 60.2 4.0% $371.05$ 2,679,369 SPR‐PRM‐EXT PGR‐Science Premium (Ext) 2.2 $171.54$ 45,509 1.6 $178.40$ 33,669 1.6 4.0% $185.54$ 36,446

University Programmes UFQ‐TFC Foundation‐TFC/Cert Acad Prep ‐ $0.00$ ‐ ‐ $0.00$ ‐ ‐ 4.0% $0.00$ ‐ UFQ‐FCEAP Foundation‐Cert Acad Purposes 95.0 $172.75$ 1,969,217 100.0 $179.25$ 2,151,813 100.0 4.0% $186.42$ 2,236,653 UFQ‐FSTCT Foundation Studies Certificate ‐ 174.9 $231.67$ 4,862,290 255.9 4.0% $231.67$ 7,114,122 URQ‐DOC PG‐Higher Doctorate ‐ $342.59 $ ‐ ‐ $356.29 $ ‐ ‐ 4.0% $370.54 $ ‐ URQ‐PHD PG‐PhD 1.0 $342.59$ 41,111 ‐ $356.29 $ ‐ ‐ 4.0% $370.54 $ ‐ URQ‐MPHL MPhil ‐ $342.59 $ ‐ ‐ $356.29 $ ‐ ‐ 4.0% $370.54 $ ‐ UUQ‐EXCHGE Inbound Exchange COPEX 0.7 $0.00 $ ‐ 0.7 $0.00 $ ‐ 0.7 4.0% $0.00 $ ‐ UUQ‐STDABD Study Aboard 267.8 $215.83$ 6,936,485 291.1 $215.83$ 7,539,244 303.1 0.0% $215.83$ 7,849,287 UUQ‐EXOUT Outbound Exchange ‐ $229.93 $ ‐ ‐ $229.93 $ ‐ ‐ 0.0% $229.93 $ ‐

5,438 $ 196,099,257Excluded6,033 $ 224,287,752 6,382 $ 244,850,157

Student Services Fee $7.06 $ 4,607,427 $7.86 $ 5,686,819

Notes: Extension for research courses have normal fee bands but are charged at 50% of the full rate. Public

112 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES Appendix D

Each application from any study undertaken at an Fees Schedule A - All Students $85 overseas tertiary institution Fee Enrolment Fees Admission (domestic students only)* $60 Enrolment after enrolment closing date and before Admission ad eundem statum through overseas per $100 the addition/deletion date tertiary study course

$120 Admission ad eundem statum through overseas Late enrolment after addition/deletion date and $85 per secondary study before the last day of lectures course 7.3 Discretionary Entrance, Special Admission $60 Reinstatement/Late Reinstatement *Fees for admission assessment (ad eundem statum) will be Course reinstatement fee, per course (after an offset against tuition fees. $30 enrolment in a course has been cancelled or deleted) Admission (international)* Refund Processing Admission ad eundem statum through overseas $100 tertiary study ExcludedRefund processing fee $60 Admission ad eundem statum through overseas International admission administration fee (applies $85 secondary study to new international students only) charged at time $1,000 of refund *Admission fee will be offset against tuition fees. Fee does not apply to applicants applying through a registered Agent, under Instalment Payment, Deferred or Delayed Payment an Articulation Agreement with partner institutions, through Surcharge Study Abroad Agreements or to NZ Aid Scholarship applicants. Instalment payment, deferred or delayed payment $60 Public surcharge External Transfer Credit

Each application from any study undertaken at Late Payment Fee another tertiary institution (eg, Summer School, $85 Late Payment Fee (tuition fees and student services concurrent enrolment at another institution) $120 fees)

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Late Payment Fee (examination fines and charges) $60 Digital certificate via My eQuals - following NIL Graduation Academic transcripts and letters Replacement of hard copy certificate $85 ID card replacement $20 Courier and handling charges Hard copy transcript or official letter $30 Within New Zealand $10 Hard copy transcript or official letter – urgent $120 delivery To Australia $30

Each additional hard copy - transcript or official To all other countries $60 7.3 $10 letter Examinations Special statements (eg, admission to the Bar) $30 Recount of marks, each course (refundable if $60 Reconsideration of Academic Standing $60 successful)

Reconsideration of Academic English Language Examination script (per copy) $15 $60 Requirements discontinuation Aegrotat and Special Conditons Digital transcript for Graduands/Alumni via My NIL eQuals from 2010 onwards ExcludedEach examination application (per course) $30

Digital transcript via My eQuals – with any changes – up to maximum of $50 to enrolment post-Graduation or for students who $30 have not completed a formal award or for Alumni Each test application (per course) $10 graduated prior to 2010 Examinations sat in New Zealand but outside University Digital letter via My eQuals Public$30 of Auckland campuses Degree or Diploma Certificate Application for single examination per venue $140

Hard copy certificate at Graduation or in Absentia NIL Application for each additional examination at the $30 same venue

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• Students enrolled under approved University exchange schemes. Examinations outside New Zealand • Students enrolled in Tertiary Foundation Studies programme. Application for single examination per venue $175 To apply for an exemption, please complete the AS-04 Student Services Fee exemption form Application for each additional examination at the $30 at https://uoa.custhelp.com/app/answers/detail/a_id/3346/kw/exceptio same venue ns%20fee Note: Full-time Staff Members who are enrolled for programmes may Examinations sat outside the timetable not use Student Services except on payment of standard charges for non-student users. Application for single examination on a day other $120 than timetabled 7.3 Application for further examination on a day other $30 than timetabled

+ Declined applications will receive a 50% refund of the relevant examination application fee

Student Services Fee*

$7.86 Student Services per point Excluded

*Student Services Fee Exceptions

On application to the Director, Academic Services, the following students may be exempted the requirements to pay the Student Services Fee to use Student Services if they are: Public • Students living outside Auckland and not using University facilities other than the Library. • Students enrolled in programmes/courses taught by distance learning or other such programmes/courses as advised by the Director, Campus Life from time to time.

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Appendix E

STUDENT LEVY

Childcare services The Student Levy, or Compulsory Student Health and Media Services Fee, is the fee paid by an enrolled Counselling Services The levy subsidises childcare for students Employment information at the University’s six Early Childhood The levy supports the production and student for student support services The levy helps to provide health care Centres. In a new childcare facility dissemination of information by This includes the provision of provided by the University. (like doctors and nurses) and related was built at Grafton Campus, providing students to students in journals, blogs, information about employment welfare services such as counselling affordable childcare services while parents newsletters and publications such as opportunities during study, such as and disability services. are studying. Craccum. Student Job Search. 7.3 The fee is . per point (on average that works out to be .53 per year for a typical undergraduate taking eight papers in a year). Both international and domestic students pay the same amount. Postgraduates are charged the same fee per point as undergraduate students. Advocacy Sport, recreation and cultural activities The fee is collected at the same time that and legal advice tuition fees are billed. For first year students The levy helps to advocate on behalf The levy covers a range of activities Recreation Centre whose fees are being covered under the of individual students and groups of including sporting programmes, students, and provides independent competitions and support, awards for A portion of the levy has been collected every Fees-free government policy, your Student support to resolve problems. This extra-curricular success like Blues year since to contribute towards the Excluded construction of a new recreation centre. Awards, support for overseas Levy will also be covered by this initiative for primarily includes AUSA’s Advice Hub Considerable student consultation took place to and executives, along with designated competitions and events including ensure the new build meets the needs of the the first year of your study. spaces to undertake these activities. reorientation and end of year volunteer student body. celebrations. The levy is also used to subsidise student memberships at the Each year, the University collects Recreation Centre. approximately m in student levies.

The Education Amendment Act () directs universities on the categories of Public services that the student levy can be used to fund, these are displayed on this page. Career information, Advisory services advice and guidance and pastoral care Clubs and societies *Figures have been rounded to the nearest thousand. This focuses on supporting students’ This includes services which provide Financial support transition into post-study employment, non-academic advice and pastoral care The levy supports over student largely through Career Development throughout diﬀerent parts of the clubs and societies through the provision and advice and Employment Services. This includes student experience. It includes of direct funding to student groups, a career service management system, orientation programmes, mentoring, organisation of expos, and co-ordination This includes the provision of hardship, workshops, small group and individual tuakana, religious spaces and support, of equipment, resources, workshops, textbook and dental grants, along with appointments, expos and other residential advisors, international administrative assistance, facilities and ﬁnancial advice from AUSA and the recruitment activities. student support and support advisors. support. University.

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CONSULTATION PROCESS

The Student Consultative Group is the Students can talk directly with their Students can also make their voice heard by consultation forum for the levy. This group is representative on the Student Consultative completing a short online survey at: made up of student and staﬀ representatives Group to make their views known on the levy. www.auckland.ac.nz/levy. and is chaired by the Vice-Chancellor. To ﬁnd out who is on SCG, visit the website. This group makes recommendations to the Finance Committee and Council in September. Council sets fees in October. 7.3

* - Current CSSL comparison, based on full time study ( points)

NZ Student Welfare (GST inclusive) Building Levy Amenities Levy and Recreation Student Services Foundation Levy TOTAL - TOTAL - 8 % change vs.

Canterbury 8. 8. 8. %

Massey (Manawatu) . . .6 . . 6. %

Massey Excluded (Albany) .8 .6 . . . %

Otago 8. 8. . %

Waikato . . . %

Victoria .6 Public . . . %

Auckland .53 .53 . %

AUT . 66. . 6. %

* the decline from to for Massey (Albany) was due to the removal of the Student Amenities levy which was previously charged for Students at the Albany campus.

117 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES Appendix F Student Levy

7.3

Excluded

Public

118 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Today’s session

7.3  Feedback from the survey  Key themes  Proposals for 2020  Discussion on proposalsExcluded made

Public

119 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Intro

New report format for 2018 spending

7.3

Excluded

Public

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Results

7.3 Response • Survey opened on the 1st July and closed on the 2nd August (open for 33 days in total) • 667 respondents wereExcluded verified as an enrolled student • 633 completed at least one part of the survey • 552 completed all questions (excluding optional comments) Public

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Results

How important are these services to you personally? 90% 7.3 80% 70% 60% 50% 40% 30% 20% 10% Excluded 0%

Public

Important or very important Neutral Not important or not very important

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Results

Trends 7.3 • Health & wellbeing, getting a job while at unit and getting a job after uni are the three most important categories – same as 2018 • Employability supportExcluded saw the largest increase from 2018 – an increase of 16% points • Support for student clubs increased on 2018 by 5% points • Advisory andPublic Pastoral Care remained about the same as 2018 • Media and childcare the only two categories showing less importance

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Results

How important are these services to the whole student body? 100% 7.3 90% 80% 70% 60% 50% 40% 30% 20% 10% Excluded 0%

Public

Important or very important Neutral Not important or not very important

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Results

7.3 Trends • No major movements compared to 2018 feedback • Roughly, the level of importanceExcluded of all categories remains the same • Media is the only category that LESS than 50% of respondents think is important for the whole student bodyPublic • Increase in importance of financial support • Health & wellbeing, employability and career support remain top three services

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Type of support

What do you think is the right mix of services to be supported? 7.3

Services that react when something goes wrong 39% Excluded

Services that aim to prevent or minimise a negative outcome Public before something goes wrong 61%

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Preventative Feedback mental health services, which try to Invest more into identify if people have the overall student mental health issues experience through without them actively clubs. UoA has been seeking help from the known to have "no health and counseling culture", by investing 7.3 More money clinic. more into this area, should be spent you would be able to on supporting build up this culture students to Sexual health find jobs. That Financial support, safe space is, after all, why Support and counseling for we are in Advice is students suffering university in the Excludedgrossly from things such as first place underfunded abuse, mental The Levy should illnesses be in part used to reduce our Can we have more The student environmental Public student spaces? levy is high impact to protect Importantly places to when compared the futures of nap…students need to other current and future sleep and it's so hard to universities students get enough when you have to work and study!

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Key themes

Key themes What is happening/being proposed in these areas? 7.3 Focus to be on • Student Wellbeing Plan preventative measures • BHD modules & training • Sexual assault & harassment action plan Excluded• Case management funding requested Access to Health and • Introduced E-therapy Counselling services • Introduced Puawaitanga (phone remains a priorityPublic for counselling) students • WebChat coming Careers/Employability • To be looked at as part of the services are Student Services Strategy increasingly important for students

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Key themes

Key themes What is happening/being proposed 7.3 in these areas? Financial support needs • Introduction of financial advice clinics to be a focus and • Financial support for those requiring requires more specialist medical care resourcing • Review of University-wide financial welfareExcluded provision in 2020 Student Groups remain • Additional funding for Student Groups an important aspect of requested University service provision Public Additional student • Exam mode project spaces are required • New buildings/spaces coming

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Proposals

Increased 7.3 funding for Student Groups Excluded Introduction of case Publicmanagement approach

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Proposal: Clubs Grants

2018 Funding provided to student groups Other Service Divisions and Faculties 5% 7.3 AUSA additional funding from Student Levy 16%

ExcludedAUSA Deed of Settlement Campus Life Support 40% (agreements and partnerships) Public15%

Student Group Fund 24%

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Student Group Fund

2018 Student Group Fund distribution Causes Religious and 7.3 3% Spiritual 1% Special Interest 8%

Sports 38% Cultural Excluded 20%

Public Academic and Specialist 30%

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Demand over time

Number of grant applications received 100 7.3 90

50 2017

40 Excluded 2018 30 2019 20

10 0 Public

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Case Management

7.3

Excluded

Public

134 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Causes for concern

7.3

Students struggle with a range of issues during their studies:

• Stress and anxiety • Health issues • Financial concerns • Poor academic performance • LonelinessExcluded • Bullying, harassment and discrimination

There is a range of support services to help students address these barriers to a successful University experience.

The mix of problems means that they are seldom overcome by one Publicservice alone.

Without early intervention, issues are likely to worsen resulting in a more distressed student.

135 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Acting on concerns

7.3 ?

Someone who is When deciding whether Referrals are usually For complex cases, concerned about a to intervene or refer, a Excludedmade to Counselling, multiple support student has the burden staff member is usually rather than by services are required of deciding whether it is doing so in isolation, undertaking an with case management important enough to without knowing informed assessment of falling to the referrer, refer, and then which whether there is a students’ needs. the initial service service is most concerns about the Counselling is often not provider, the student - appropriate. That student from other parts the appropriate service, or worse, it just doesn’t person is not always of the University.Public but as no coordinating happen. well placed, or qualified, service exists students to do either. are sent there by default.

The result is disjointed support for students, stress for the referrer, and an uncoordinated effort across the University.

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Case study

With an earlier and dedicated case 7.3 manager the ultimate outcome for the student may have been the same although reached + earlier, with less harm to others and the After three years the Proctor student. becomes case manager. The situation is eventually Excludedresolved after hundreds of hours have been spent, most uncoordinated.

After two years the student’s behaviourPublichas become problematic for other students In their first year the and the several external agencies student receives extensive have become involved. support from three service divisions, two faculties and Accommodation on campus – all working independently.

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Best practice

1 7.3

Improved risk One coordination point A mechanism for assessment of students for concerns anonymous reporting of through (appropriate) bullying, harassment sharing of information.Excluded and discrimination. Provides opportunity for anonymous reports.

Improved collation of ? anonymised data for Public reporting and planning

A low-burden ‘if-in- Trained staff to receive Opportunities to act doubt-refer’ portal for and respond to referrers early with a case referring concerns or for and students. management approach. students to self-identify.

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Examples

7.3

Office of Support and Safer Community Unit Student Interest and Safety Assessment focused on identifying Conflict Resolution team promotes the health and and reducing risks to working across the safety of the campus the safetyExcluded and wellbeing University to respond to community and of our students, staff and resolve issues in a fostering the health, and wider community at supportive and non- well-being, and Monash. adversarial manner. successful experience of community members. Carries out Assesses risks and investigations, manage identifies support needs. Focus on mental health Publicand aim to reduce any and safety. risks involved. Email contact.

Phone or online Online reporting form reporting form with with anonymous option. anonymous option.

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Causes for concern Model for supporting student health, wellbeing and conduct and other behavioural matters

7.3

Excluded

Public

140 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Any member of the University How could it work community is able to call, email or here? fill in an online form to report a concern about a student.

7.3 Case Manager: Possible actions: • Contacts the student • Register referral, no action required • Seeks additional information • Refer student to self-help resources • Conducts needs assessment and • Refer to academic or student support develops support plan services • Case managers referrals to other • Refer to external services services Excluded

Case management and communication:

• Direct communication with student • Follow-up communicationPublic back to referrer or academic head as appropriate • Central point of communication for support services engaged • Communication of high risk cases to Risk Intervention Team • Liaison with external agencies • Monitoring and review of support plan

141 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Proposals

7.3 Increased funding for Student Groups - $50k Excluded

IntroductionPublic of case management approach - $200k

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Results

7.3 Summary • $250k is just over 1% of the total amount collected by the levy • For every student at theExcluded university it is approximately $6 per year • Both proposals respond to feedback given in the levy survey • Increased fundingPublic for student groups = more student-led activities on campus • Funding for early intervention case managers = better support for health, wellbeing & conduct

143 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Feedback

Do you support the proposed 7.3 initiatives seeking additional funding from the levy? Excluded How do you think they might benefit students? Public

Do you have any concerns?

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Rūnanga

Terms of Reference

 To support the University to meet its obligations to acknowledge the principles of the Treaty of Waitangi. 7.4  To advise Council on the appropriateness of relevant sections of the Charter, Strategic Plan, Graduate Profile and Council policies in terms of the University's aspirations to partner with Māori and support Māori development.  To advise Council on the progress and achievements of the University towards its strategic objectives for Māori.  To advise management on operational matters relevant to the delivery on strategic objectives for Māori.  To consider and advise appropriate Senate committees, and through them Council, on academic matters that have direct relevance to Māori curriculum content, delivery and research.  To provide to Council and senior management such other advice as may be requested from time to time  Members (other than ex-officio) to be appointed by the Pro Vice- Chancellor Māori with an alternate able to attend if the representative is unable to attend  Membership to be reviewed every three years

Notes:

The Rūnanga will comply with all University policy as a Committee of Council.

Meetings will be open to all Māori Staff at the University of Auckland and consensus sought on decisions, though only members will be able to vote.

The Rūnanga reports twice yearly to Council.

145 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Membership

 Pro Vice-Chancellor (Māori) – Chair  Deputy Pro Vice-Chancellor (Māori), Kaiarataki - Deputy Chair  Pro Vice-Chancellor (Equity) – ex officio  Pro Vice-Chancellor (Pacific) – ex officio  The two co-Presidents of Ngā Tauira Māori Representative 7.4 Appointed by the Pro Vice-Chancellor (Māori)

 Waipapa representative  Deputy Dean/Associate Dean representative  Māori Research Centre representative  Te Mātanga Reo representative  Kaiārahi representative

146 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Committee members and term of office

Pro Vice-Chancellor (Māori) Holds office until

Professor C Kiro - Chair Ex-officio 7.4

Deputy Pro Vice-Chancellor Holds office until (Māori) Kaiarataki

Mr M Steedman – Deputy Chair Ex-officio

Pro Vice-Chancellor (EO) Holds office until

Ms T McNaughton Ex-officio

Pro Vice-Chancellor (Pacific) Holds office unitl

Associate Professor D Salesa Ex-officio

Waipapa Marae Holds office until

Professor T McIntosh Until 31.07.2022

Ms R Rāwiri (alternate)

Deputy Dean/Associate Dean Holds office until Māori

Professor P Reid Until 31.07.2022 Te Kupenga Hauora

Dr T K Hoskins (alternate) Te Puna Wānanga

147 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Māori Research Centres Holds office until

Professor L Nikora Until 31.7.2022 Ngā Pae ō te Māramatanga 7.4 Dr M Muru-Lanning (alternate) James Henare Māori Research Centre

Te Mātanga Reo Committee Holds office until

Mr H Dale (Chair) Until 31.7.2022

Dr S Tamati (alternate)

Kaiārahi Holds office until

Mr G Hema Until 31.7.2022 Uniservices

Ms C Dunphy (alternate) Faculty of Engineering

Ngā Tauira Māori Holds office until

Co-President NTM Co-President until 31.12.19

Mr W Maniapoto-Love (alternate)

Co-President NTM Co-President until 31.12.19

Ms D Rapana

Committee Secretary

148 COUNCIL PART A OPEN AGENDA 21.10.19 - 07. REPORTS OF COUNCIL COMMITTEES

Ms J Rameka Phone: +64 9 373 7599 ext 82525 Email: [email protected]

7.4

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The University of Auckland

REPORT OF STUDENT APPEALS COMMITTEE 8 July 2019 (10 am)

Present: Mr Andrew Ferrier (Chair), Associate Professor Alexandra Sims, Ms Catherine 7.5 Dunphy, Ms Rachael Newsome

In attendance: Mrs Anna Harding-Schofield (Committee Secretary), Appellant, Associate Director International Student Services Ms Rebecca Walkinton, Careen Jack AUSA Advocacy.

1. APPEAL AGAINST THE DECISION OF DISCIPLINE COMMITTEE

A student appealed against the decision and the penalty imposed by the Discipline Committee in regard to a breach of the Statute for Student Discipline.

The student attended the meeting. Following the departure of the Secretary and the appellant, the Committee commenced deliberations. After considering the evidence, the Student Appeals Committee RESOLVED:

The decision and penalty of the Discipline Committee on 15 May 2019 is upheld.

150 COUNCIL PART A OPEN AGENDA 21.10.19 - 08. SENATE MATTERS

THE UNIVERSITY OF AUCKLAND 8.1

MATERIAL FOR COUNCIL FROM

THE MEETING OF SENATE 23.09.19

PART A: i) RECOMMENDATIONS FROM SENATE REQUIRING TO BE CONSIDERED/RECEIVED BY COUNCIL

REVIEWS

1. Review of the Department of Mechanical Engineering:

 The Review of the Department of Mechanical Engineering: The Review Panel had made a number of recommendations. It noted the collegial spirit of the Department, its effective leadership, the strong role 8.1 of technical staff and its initiatives designed to improve the recruitment and retention of Māori and Pacific students. The Review also identified a number of challenges. The Department, in its Implementation Plan, took, what Education Committee considered, a satisfactory approach to address these. The challenges included:  Achieving gender balance of students and staff which was an ongoing priority for the Faculty;  Utilising spaces designed to enhance active learning;  Increasing student exposure to big data and data analytics.  Integrating social and ethical responsibility in the earlier stage of the programme, paying particular attention to courses that were not well received by students.  Overcoming the silo effect by coordination across courses; and  Identifying the need to integrate Māori and Pacific content in its curriculum.  With regards to its research activity, focusing on the changes in its staff profile. Retirement of senior staff members had led to the recruitment of early career academics and the Department should consider ways to support and mentor the new staff members.  Reviewing its current equipment and taking a systematic approach to future needs.

Senate 23.09.19 recommends to Council that it receive the Review of the Department of Mechanical Engineering

2. Review of School of Medical Sciences: Year-on Progress Report Senate 23.09.19 recommends to Council that it receive the Year-on Progress Report and that a further Progress Report on the Faculty’s Māori and Pacific strategy be submitted to the Education Committee meeting in September 2020.

3. Review of Initial Teacher Education: Year-on Progress Report

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4. Review of the Department of Mathematics: Year-on Progress Report

Senate 23.09.19 recommends to Council that it receive: Year-on Progress Report and that a further Progress Report on Points 6, 7 and 8 be submitted to the Education Committee meeting in September 2020.

5. Review of the Department of Physics: Further Progress Report

Senate 23.09.19 recommends to Council that it receive: Further Progress Report as a final response to the 2014 Review of the Department of Physics.

6. Review of the Disciplinary Area of History: Further Progress Report Senate 23.09.19 recommends to Council that it receive: Further Progress Report as a final response to the 2016 Review of the 8.1 Disciplinary Area of History.

7. Review of the Department of Information Systems and Operations Management: Further Progress Report

Senate 23.09.19 recommends to Council that it receive: Further Progress Report and a further Progress report on recommendations 2 and 11 be submitted Education Committee meeting in September 2020.

8. Review of the MA, BA(Hons), and PGDipArts: Further Progress Report

Senate 23.09.19 recommends to Council that it receive: Further Progress Report as a final response to the 2014 Review of the MA, BA(Hons), and PGDipArts.

ii) RECOMMENDATIONS FROM SENATE REQUIRING COUNCIL CONSIDERATION/APPROVAL

ACADEMIC MATTERS AND REGULATIONS

9. REGULATION AMENDMENTS

Senate, 23.09.19 RECOMMENDS that Council approve the following Regulation Amendments:

a) Regulation Amendment 2019/952: Academic Statutes and regulations – General regulations – Credit Regulations, Bachelor Honours Postgraduate Degrees, Masters Degrees, Postgraduate Diplomas, Postgraduate Certificates.

1. To introduce notes to the General Regulations – Bachelors Honours Postgraduate Degrees

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2. To introduce notes to the General Regulations – Postgraduate Certificates 3. To amend the Completion of Requirements, Tuition Fees for Extensions of Time and Submission clauses in the General Regulations – Bachelors Honours Postgraduate Degrees, General Regulations – Credit Regulations, Masters Degrees, Postgraduate Diplomas 4. To amend the Honours clause in the General Regulations – Bachelors Honours Postgraduate Degrees. This amendment introduced Third Class Honours for Bachelor Honours Postgraduate Degrees. The proposal to introduce Third Class Honours originated from the Faculty of Engineering; it pointed out that there were students undertaking the four year Bachelor of Engineering Honours Programme, passing that Programme, but not graduating with Honours. The amendment also proposed to align the terminology regarding research exercises with the revised CUAP definitions. Senate asked the following: With regards to amendment 2019/952, clause 6c:  whether 6.94 was a typographical error and should not rather be 6.99; and  whether the Grade Point Average (GPA) should be between 0 and 3.94 or 1 and 3.94. The DVC(A) would verify whether these points were intended. Senate also suggested that, for the GPA, it might be better to consider thresholds than ranges. However, it was decided this would be 8.1 considered at a later stage.

b) Regulation Amendment 2019/957: General Statutes and regulations – Conferment of Academic Qualifications and Academic Dress

To amend regalia specifications for the Degree of Bachelor of Global Studies.

10. Postgraduate Research Examination Procedures

Memorandum, 11.09.19 and the 2020 Examination of Postgraduate Research by Thesis, Research Portfolio, Dissertation or Research Project Procedures.

Senate, 23.09.19 RECOMMENDS that Council approve the Postgraduate Research Examination Procedures

11. 2020 Assessment (Coursework, Tests and Examination) Procedures

Memorandum 11.09.19 and the 2020 Assessment (Coursework, Tests and Examinations) procedures

Senate, 23.09.19 RECOMMENDS that Council approve 2020 Assessment (Coursework, Tests and Examination) Procedures

12. Delegations Framework – Recommendations

This document listed the difficulties that occurred with the current approach to delegations which had grown organically and it included a series of recommendations to address these difficulties.

Senate, 23.09.19 RECOMMENDS that Council approve the Delegations Framework – Recommendations

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PART B: ITEMS FROM SENATE FOR NOTING BY COUNCIL

1. Reports on Leave

Name School/Department Professor Barker-Collo Psychology Professor Gavin Brown Learning, development and professional Practice Professor Mark Costello Marine Science Professor Andrew Jull Nursing Professor Jadranka Travas-Sejdic Chemical Sciences Assoc Prof Geoff Braatvedt Medicine Assoc Prof Warren Moors Mathematics Dr Lee Beattie Architecture and Planning Dr Gretel Boswijk Environment 8.1 Dr J J Eldridge Physics Dr Stephen Knight-Lenihan Architecture and Planning Dr Anna MIles Psychology Dr Anna Santure Biological Sciences

Senate 23.09.19 RECOMMENDS that Council note the following research and study leave reports:

PART C: MATTERS RECEIVED AND APPROVED UNDER DELEGATED AUTHORITY

1. ACADEMIC MATTERS

a) Academic teaching Dates 2023

Senate, 23.09.19 advises Council that the following academic matter was approved: Academic teaching Dates 2023

b) Delegation of Powers for approval of non-formal ELA courses

Senate, 23.09.19 advises Council that Senate: a) delegate to the Chair of the Academic Programmes Committee its function and power to approve non-formal courses to be delivered by the English Language Academy; and b) authorise the Chair of the Academic Programmes Committee to delegate this function and power to a member of staff of the University or to a relevant committee.

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2. NEW SCHOLARSHIP & AWARD REGULATIONS

Senate, 23.09.19 advises Council that the following 10 new Scholarship, Award and Prize Regulations were approved:

1. Alumni Scholarship for Tertiary Foundation Certificate Students 2. Dudley Freeman Prize in Photographic Practices and History 3. Faculty of Arts Auckland Schools Scholarship 4. Julia Metcalfe Award in Medical Imaging 5. Māori and Pasifika Master of Public Policy Scholarship 6. New Zealand Business and Parliament Trust Prize 7. Orbit World Travel Award 8. Pong, Tams and Ko Scholarship for Students with Disabilities 9. Pratt-Ritschl Award in Theology, Religious Studies and Philosophical Theory 10. Tonkin + Taylor Masters Scholarship in Coastal Engineering 8.1

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10.2.1 Internal Memorandum

To: Education Committee Chair

From: Margaret Crannigan Allen – Manager, Scholarships and Graduation, Academic Services

Copy: Joanna Browne, Director Academic Services

Date: 8 October 2019 Telephone Ext: 87539

RE: Rescind Master of Professional Studies – Pooja Mane

10.2 Council conferred the Master of Professional Studies (Food Safety) in May 2019

The above student was awarded a qualification without a Class of Honours as this had not been added to their official record.

This is to request that the earlier qualification of the Master of Professional Studies (Food Safety) be rescinded and re- conferred to reflect the award of First Class Honours.

Margaret Crannigan Allen Manager Scholarships & Graduation

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INTERINTERNAL 10.3.1 MEMORANDUM

Building Name, Date: Floor, Number, Street, To: Council Auckland, New Zealand T +64 9 123 4567 From: Micheal Rengers, Associate Director Campus Life W auckland.ac.nz (Accommodation) The University of Auckland Subject: Provision of Pastoral Care in University of Auckland in Private Bag 92019 Student Accommodation Auckland 1142 New Zealand

10.3

The purpose of this report is to detail the provision of pastoral care in the University of Auckland’s student accommodation.

Overview

In the university context, pastoral care is a concept that encompasses the safety and security, health, wellbeing, social and emotional competence, community engagement and academic support of students in accommodation.

Pastoral care in University of Auckland accommodation takes a holistic approach focused on the students and helping them become independent learners. Ensuring physical and mental safety is a primary component in creating a safe environment for students to grow into their full potential. Building a community of students who know and care about each other and understand the support available to them and who are the providers of the support is critical to the success of pastoral care, and the concept of ‘caring communities’ is widely promoted.

The accommodation team has a wellbeing framework in place (the ‘Waka of Wellbeing’, encompassing Social, Spirit, Environment, Mind, Body, Staff Support) that guides the learning objectives we have for students in accommodation. We focus

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on creating meaningful, intentional interactions, with a schedule to proactively check in with every student at regular intervals as an early intervention technique, and to be proactive in identifying issues that may occur. These conversations also provide support for students adjusting to self-catered flatting or communal living. Our programmes focus on positive relationships, developing life skills, and supporting the learning journey our students are undertaking with the university.

Other components of pastoral care include making sure students are connected to the support systems offered by both the University and external agencies, a 24 hour on-call system to support students in crisis and importantly the residential pastoral care providers knowing the students in their care.

University Accommodation does not operate in isolation; it operates as part of a much wider student support ecosystem. It is 10.3 integrated with the University Health & Counselling team, the International Office, the Equity Office, Safety and Security and Faculty student support and engagement teams. We also work with community agencies to support students in need when required.

Accommodation provision at the University of Auckland Please refer to Appendix A ‘2019 Pastoral Care in Accommodation Matrix’ for full details of:

1. Stocktake of accommodation facilities; 2. Number of students currently using accommodation facilities and services; 3. Breakdown of which facilities are University owned and managed versus those owned by third parties. Also how services are provided at each property; and 4. Number, role and expectations of Residential Assistants employed at those facilities;

Pastoral Care providers in University halls

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All pastoral care providers in University accommodation, whether owned or leased, are employees of the University and are police vetted. The pastoral care team includes professional staff and trained student peer advisors (known as Resident Advisors, or RAs.)

Every hall and residence have a team of Resident Advisors who live in the accommodation with the students. Resident Advisors are University students who have been trained for the role, and they are each responsible for the first-line pastoral care of a specific group of residents. Resident Advisors know ‘their’ students well and are generally the first to notice any change in the group.

Every hall and residence have a Resident Manager. In school leaver catered accommodation the Resident Manager lives on 10.3 site. Because of the volume of accommodation at the University of Auckland, we divide the residences into two “areas” (Grafton/Symonds Area, and Domain/Whittaker Area). Each area has an Area Manager who is responsible for a group of residences, with the support of Resident Coordinators who work afternoons and evenings. www.auckland.ac.nz/en/on-campus/accommodation/university-accommodation/resident-support/your-accommodation- management-team.html

The purpose of the roles in the Accommodation Services structure is as follows:

Role Role Purpose

Associate Director Identify and seek approval for developments that will meet the expansion targets, oversee the operation of the (Accommodation) existing portfolio to meet all performance (financial and other) targets and to improve systems and support structures. Quality assurance, leadership on critical incidents.

Area Manager Full responsibility for halls and flats in each area and is responsible for all students and accommodation staff residing in the residences within their area. Responsible for all finances in their area, including budget planning, budget control, and forecasting income and expenditures.

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Role Role Purpose

Resident Manager Responsibility for a specific residence or residences and all of the students residing in their portfolio. Is an on-call officer for their local area. In residences with a fully catered school leaver accommodation, the Resident Manager lives in that residence.

Resident Coordinator Support the Area Manager to enable the provision of an environment that supports the emotional, physical, and academic well-being of all students in our residences. Provide administrative support and front-line customer service to residents, and other tasks as directed by the Area Manager.

Resident Advisor Fixed-term, part-time, live-in role for student staff members, to support students to achieve the best they can during their University studies. Model exemplary behavior, know their student group, provide first line pastoral 10.3 care, help students access various support services, assist them engage with the many clubs and social activities, and monitor individual progress.

Further details are available in Appendix B, ‘Overview of 2019 Accommodation team role descriptions’

The level of pastoral care provided varies depending on need.

School leavers and other first year students are placed in catered accommodation which is provided the greatest level of support with the ratio of RAs to students averaging 1:33. A Resident Manager also lives on site.

Returning undergraduate students and postgraduate students are placed in self-catered student flats and apartments. For these properties the average ratio of RAs to students is 1:46. Planning for new self-catered accommodation is higher 1 RA for 50 to 75 students based on the design and professional staff coverage. The higher ratio of RAs to students are in buildings where there is 24-hour professional staff coverage.

Resident Advisor training

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Resident Advisor training comprises three parts – induction training in October the year before, two weeks’ combined RA training in February (with a blended learning approach) and situational combined RA training sessions throughout the year. The training covers the domains of:

• Crisis Management (prevention and intervention) • Educational Services (personal development, community development, academic initiatives, advising) • Student behavior (student conduct and conflict resolution)

Detailed training sessions are held on the following topics, and trainees are thoroughly assessed after each training.

• Supporting student wellbeing • The RA role, and working at the University of • Alcohol and drugs Auckland • Mental health assistance 10.3 • Facilitating the residential experience • Responding to students in distress • Interpersonal skills and relationship building • Step up: bystander intervention • Effective communication • Responding to sexual violence and assault • Leadership development • Consent • Time management and self-care • Family / relationship violence • International student support • Community building • Health & safety policies • University health services • Academic role modelling & referral • On duty and on call requirements • Equity support services (Maori, Pasifika, rainbow, disability) • Campus Life services • Professionalism and the Privacy Act

RAs also receive checklists and training on the technical skills that they need – emergency procedures, administration, resident rules and conduct policies, meeting planning, addressing vandalism, resident experience planning and so on. For full details of the training programme, please refer to Appendix C ‘Resident Advisor Induction and Training 2019’.

Ensuring our students safety:

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1. Proactive: Caring Communities/pastoral care team When a school-leaver arrives to live in a catered Hall of Residence, the programme is designed so that the RAs get to know the students under their care, but it is equally important that all students on a floor get to know each other as well. Developing relationships between the RA and their fellow students is a critical part of a community that cares for itself. There are floor meetings and developmental activities designed to create a strong sense of belonging. During the year RAs continue to have fortnightly floor meetings. If fellow students, RAs or professional staff have concerns about any resident these are followed up immediately. In some cases there will be students who for a variety of reasons the RA or professional staff are concerned about and in these cases a plan is developed to support the student and ensure their safety, including seeking advice and service from other areas of the University. The plans will vary but often will involve regular check-ins with the students. 10.3

In self-catered accommodation the students are older and, in most cases, have already lived away from home. In these residences it is equally important that the students know their RAs and each other. This is done at the beginning of year with events planned to encourage engagement of students throughout the building and ensuring that all students know about the support systems and tools available to them for self-care. Students living together in an apartment may not socialise together, but they understand they are a community jointly responsible for the common areas in the apartments and for looking out for each other. In self-catered accommodation where there are rooms on floors that share bathrooms and cooking facilities the dynamic is similar to catered accommodation. For students who live in studio apartments, it is critical that the RAs, front desk staff and professional staff get to know the students, their usual habits and movements. All of the buildings have common areas but not all students choose to play games, cook or study together in these spaces. The role of the RA is to support creating a culture of care and to be aware of anything that seems out of place. The RAs will also arrange regular flat chats with those in flatting environments, or group chats with those in studio environments throughout the year. These usually start when professional staff identify times of the year when students are particularly stressed. These chats ensure that the RAs are taking a proactive approach to offer support before they reach a critical point. The feedback loop is closed with the RAs reporting the information to professional staff.

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2. Reactive: Concern initiated by others (student, parent, faculty etc.) Per the table below there are four levels of emergency call available for all students at all times, and parents can (and frequently do) contact accommodation staff if they have concerns about their child. These are acted upon immediately.

Level Role Duties

Level 1 Reception staff (business hours) or Resident Adviser (after hours) Identify, triage to make safe and refer up

Level 2 Resident Manager and Resident Coordinator Carry out response, pastoral care, and inform. Liaise with service providers and coordinate Level 3 Area Manager Advise on process, policy and procedure. Support staff, manage resources 10.3 Level 4 Associate Director (Accommodation) Quality assurance, leadership on critical incidents. Enacts the University chain for critical incidents, supports and advises.

The University has very clear and detailed guidelines and flowcharts for supporting distressed students, and detailed procedures to follow for critical incidents. These include the following scenarios:

• Death of a student • Arrest of a student • Serious injury or illness of a student • Student out of touch or missing • Assault of a student • Civil or family disaster in a student’s home region • Serious mental health episode of a student • Student incident offshore • Attempted suicide of a student

For further details, please refer to Appendix D ‘Supporting Distressed Students’, Appendix E ‘Students in Distress – Guidelines for University Staff’ and Appendix F ‘Student Critical Incident Response Plan’.

~END~

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30 September 2019 Level 9, 44 The Terrace PO Box 27048 Wellington, New Zealand 6141 To: TEI Council Chairs P +64 4 462 5200 www.tec.govt.nz

Dear Council Chair

You will have seen news reports last week regarding the tragic death of a student at a University of Canterbury student accommodation. Our thoughts are with the student’s family and friends, and the university’s staff and students at this time. We appreciate this will be a distressing time for all those involved.

I am aware that your organisation may provide student accommodation services for domestic and/or international students. It is important at times like these that we recognise our students may need additional support and care. As you will appreciate, student safety, wellbeing, and care is paramount 10.3 in our tertiary education system.

On Wednesday 25 September I wrote to your Vice-Chancellors/Chief Executives to ask them to urgently undertake necessary measures to ensure every student, both domestic and international, that use your institution’s accommodation services are safe, have been checked, and have the relevant support they need. Relationship Managers from the TEC then followed up to discuss your institution’s actions to date. I have really appreciated the alacrity with which those responses came in.

While I acknowledge and appreciate the autonomy of your institutions, I consider it is in the public interest that all tertiary education institutions are able to provide assurances with regard to the safety of every student enrolled at your institution, particularly those using your accommodation services.

Therefore, I am requesting that you undertake a process to reassure me, your students and the public that your institution has effective systems and procedures in place to ensure the pastoral care for all of the students who use your institution’s accommodation services. This request applies irrespective of whether those students are international or domestic or whether the accommodation services are delivered by you directly or via a third party arrangement.

The request has two components. First, I would appreciate that you provide a stocktake and overview of the accommodation services and current arrangements you currently have in place. I realise and appreciate that some of your institutions have provided TEC information already however I would also like the following:

• Stocktake of your accommodation facilities; • Number of students currently using your accommodation facilities and services; • Breakdown of which facilities are run and services are provided by third party arrangements; • Number, role and expectations of Residential Assistants or equivalents employed at those facilities; and

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• An overview of your standard operating procedures and/or codes of practice for your accommodation facilities and services.

I am requesting that you provide this information to me in writing by Friday 18 October.

Second, I would also ask that as a Council, you conduct a review process, preferably independent, that reassures your Council and me that the processes, systems and procedures utilised within your wider accommodation services can give you confidence in the safety and wellbeing of students. My expectation is that you should complete it and report back to me with findings before 29 November 2019.

This information will be extremely useful to us as we build a picture of accommodation provision around the network and assure your students and the wider public of safety at your accommodation facilities.

If you would like to discuss this request in more detail, please contact Sandra Ramsay, Manager 10.3 Relationships - Investment on 027 311 3165 or at [email protected].

Yours sincerely

Tim Fowler Chief Executive

cc: TEI Chief Executives

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10.3.3 Appendix A

2019 Pastoral Care in Accommodation Matrix

10.3

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University of Auckland Pastoral Care Matrix Type of Hall Operating Model Area- (Area Manager) Resident Manger Resident Coordinators Resident Advisers Role Definition 1. Catered/School 1. University owned/operated The Area Manager has full responsibility The Resident Manager has responsibility for a Resident Coordinators have a dual focus. The Resident Adviser (RA) position is a fixed-term, part-time, and leavers for halls and flats in a designated area specific residence or residences and all of the Firstly to support the Area Manager to enable live-in role for student staff members, who support students to 2. Leased- fully operated by and is responsible for all students and students residing in their portfolio. the provision of an environment that achieve the best they can during their University studies. To achieve 2. Self-catered/ University accommodation staff residing in the Responsibilities include: Student welfare & supports the emotional, physical, and this, the RA will provide exemplary pastoral care, help students returning students residences within their area. Supported pastoral care; Academic mentoring; Student staff academic well-being of all students in our access the various support services, assist them engage with the and older new 3. Leased- pastoral care by University Finance, the Area management and leadership; Operational residences. Secondly, Resident Coordinators many clubs and social activities, and monitor individual progress in students provided by Universit, property Manager is responsible for all finances management; Facility management; Health and provide administrative support and front line an unobtrusive way so that the University has an opportunity to offer management by owner's in their area, including budget planning, safety; General resident support. Financial customer service to residents and other appropriate support if it is suspected that a student is experiencing 3. Family representative budget control, and forecasting income responsibility is limited to ensuring fees payment tasks as directed by the Area Manager. personal or studying difficulties. Accommodation/Prima and expenditures. and managing the activities budget. These tasks occur particularly in the evening. rily post-Graduate Other responsibilities include: The Resident Coordinator will also be The role is crucial to ensure that the overall environment of the Hall Students Student welfare and pastoral care; The Resident Manager is an on-call officer for their required to be on emergency call for the or Residence is conducive to academic achievement and the Academic mentoring ; Staff local area. In portfolios with a fully catered school Area on a rotation basis with other senior development of a strong and caring community supportive of people management and leadership; All leaver residence, the Resident Manager lives in staff. from diverse backgrounds with differing aspirations and interests. financial aspects; Facility management; that residence. Health and safety; General resident Resident Coordinators work Tuesday – support Saturday 2:30pm – 10:30pm

Hall/Residence Total # Type of Hall Operating Model Area- (Area Manager) Resident Manger Resident Coordinators Resident Advisers Ratio beds RA:Students

Grafton Hall 324 1. Catered/School 1. University owned/operated Grafton/Symonds Resident Manager-- Lives on site Resident Coordinator - shared between 9 1:35 leavers Grafton Hall, Flats & Huia Residence

O'Rorke Hall 366 1. Catered/School 1. University owned/operated Grafton/Symonds Resident Manager-- Lives on site Resident Coordinator shared between 11 1:32 leavers UniLodges and O'Rorke Hall

Goldies* 10 Homestead for Wine 1. University owned/operated Grafton/Symonds Resident Manager for Grafton Hall & Flats has Resident Coordinator - shared between NA Science Students responsibility for residents Grafton Hall, Flats & Huia Residence

Grafton Student Flats 56 2. Self-catered/flats University owned/operated Grafton/Symonds see above Resident Coordinator - shared between 2 1:27 and houses for Grafton Hall, Flats & Huia Residence returning students and older new students

Huia Residence 321 2. Self-catered/rooms 3. Leased/pastoral care by Grafton/Symonds Resident Manager Resident Coordinator - shared between 7 1:45 10.3 on common hallway University of Auckland/property Grafton Hall, Flats & Huia Residence for returning students managed by others and older new students

55 Symonds 343 2. Self- 3. Leased/pastoral care Grafton/Symonds Resident Manager for UniLodge 55 Symonds and Resident Coordinator shared between 7 1:48 catered/studios for provided by the UniLodge Whitaker UniLodges and O'Rorke Hall returning students University/property managed and older new by owner's rep students UniLodge Anzac/Beach 341 2. Self- 3. Leased/pastoral care Grafton/Symonds Resident Manager for UniLodge Anzac/Beach Resident Coordinator shared between 7 1:47 catered/studios for provided by the UniLodges and O'Rorke Hall returning students University/property managed and older new by owner's rep students UniLodge Whitaker 300 2. Self- 3. Leased/pastoral care Grafton/Symonds see above Resident Coordinator shared between 6 1:49 catered/studios for provided by the UniLodges and O'Rorke Hall returning students University/property managed and older new by owner's rep students

University Hall- Towers 442 1. Catered/School 1. University of Auckland Domain/Whitaker Resident Manager for Towers, Apartments and Resident Coordinator shared between 13 1:33 leavers owned/operated Waikohanga House -Lives on site University Hall (Towers & Apartments), Waikohanga House & Whitaker Hall

University Hall- Apartment 106 1. Catered/School 1. University of Auckland Domain/Whitaker see above Resident Coordinator shared between 4 1:25 leavers owned/operated University Hall (Towers & Apartments), Waikohanga House & Whitaker Hall

University Hall- Waikohanga 47 3. Family 1. University of Auckland Domain/Whitaker see above Resident Coordinator shared between Resident Advisers in University Hall - Apartments look after this House* Accommodation/apart owned/operated University Hall (Towers & Apartments), facility. ments for post- Waikohanga House & Whitaker Hall Graduate Students Whitaker Hall 172 1. Catered/School 1. University of Auckland Domain/Whitaker Resident Manager - Lives on site Resident Coordinator shared between 5 1:33 leavers owned/operated University Hall (Towers & Apartments), Waikohanga House & Whitaker Hall

Carlaw Park Student Village 682 2. Self-catered/rooms 2. Leased- fully operated by Domain/Whitaker Resident Manger for Carlaw Park and Parnell Resident Coordinator shared between Carlaw 15 1:44 in apartments for University of Auckland Student Village Park and Parnell student Village returning students and older new students

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Hall/Residence Total # Type of Hall Operating Model Area- (Area Manager) Resident Manger Resident Coordinators Resident Advisers Ratio beds RA:Students

Parnell Student Village 91 2. Self-catered/rooms 2. Leased- fully operated by Domain/Whitaker see above Resident Coordinator shared between Carlaw 3 1:29 in townhouses for University of Auckland Park and Parnell student Village returning students and older new students

10.3

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Appendix B

Overview of 2019 Accommodation team role descriptions

10.3

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Overview of 2019 Accommodation team role descriptions

Associate Director (Accommodation), Campus Life Student Accommodation plays an important role in the achievement of the University’s strategic objectives by providing high quality on-campus accommodation to 3000 students. This allows the University to attract and retain high quality students in a competitive environment, provide them with a high- quality student experience and provide sufficient critical mass of students on campus to enable support services and activities to be offered to the wider student body. The operating budget for Accommodation is ~$38m with plans to more than double the existing bed numbers with capital investments of ~$800m over the next 8 years. Overseeing a team of 55 FTE staff, the role of the AD is to identify and seek approval for developments that will meet the expansion targets, oversee the operation of the existing portfolio to meet all performance 10.3 (financial and other) targets and to improve systems and support structures.

Area Manager The Area Manager has full responsibility for halls and flats in a designated area and is responsible for all students and accommodation staff residing in the residences within their area. Supported by University Finance, the Area Manager is responsible for all finances in their area, including budget planning, budget control, and forecasting income and expenditures. Responsibilities include: . Student welfare and pastoral care . Academic mentoring . Staff management and leadership . Operational management . All financial aspects . Facility management . Health and safety . General resident support

In addition, each Area Manager has responsibility for a business portfolio ensuring consistency across all the business. One portfolio is Residential Experience (Engagement, Wellbeing, Conduct, Academic support, student staff training and recruitment, summer guests). The other portfolio is Facilities and Operations (Catering, Cleaning, Repairs & Maintenance, stock control).

Resident Manager The Resident Manager has responsibility for a specific residence or residences and all of the students residing in their portfolio. Responsibilities include; student welfare & pastoral care, academic mentoring, student staff management and leadership, operational management, facility management, health and safety, and general resident support. Financial responsibility is limited to ensuring fees payment and managing activities budget.

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The Resident Manager is an on-call officer for their local area. In portfolios with a fully catered school leaver residence, the Resident Manager lives in that residence.

Resident Coordinator Resident Coordinators have a dual focus. Firstly to support the Area Manager to enable the provision of an environment that supports the emotional, physical, and academic well-being of all students in our residences. Secondly, Resident Coordinators provide administrative support and front line customer service to residents and other tasks as directed by the Area Manager. These tasks occur particularly in the evening. The Resident Coordinator will also be required to be on emergency call for the Area on a rotation basis with other senior staff.

Resident Coordinators work Tuesday – Saturday 2:30pm – 10:30pm 10.3

Resident Adviser The Resident Adviser (RA) position is a fixed-term, part-time, and live-in role for student staff members, who support students to achieve the best they can during their University studies. To achieve this, the RA will provide exemplary pastoral care, help students access the various support services, assist them engage with the many clubs and social activities, and monitor individual progress in an unobtrusive way so that the University has an opportunity to offer appropriate support if it is suspected that a student is experiencing personal or studying difficulties.

The role is crucial to ensure that the overall environment of the Hall or Residence is conducive to academic achievement and the development of a strong and caring community supportive of people from diverse backgrounds with differing aspirations and interests.

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Appendix C

Resident Advisor Induction and Training 2019

10.3

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10.3

Resident Advisor Induction & Training 2019

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Contents:

1. Section One: Introduction

2. Section Two: Foundational Theory

3. Section Three: Educational Objectives & Strategy

4. Section Four: Assessment

5. Section Five: Facilitation of training

6. Section Six: Resource library 10.3

Document control:

Prepared by: Jacob Waitere | Area Manager (Residential Experience) Approved by: Micheal Rengers | Associate Director (Accommodation)

University of Auckland | Campus Life | Accommodation

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10.3

Introduction

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2019 Resident Advisor Lifecycle

Attract

Separate & Select Transition

10.3

Engage & Induct & Develop Train

Attract: Engage & Develop:

. Advertisements and job postings . Engaging with role . Answering enquiries . Performance in role . Accept applications . On-going development . Promotion of the department . Regular communication . “We are a great company” – “What a . “You’re good at your job, and you’re great company” getting better” – “I’m learning, growing, being successful and making a Select: difference”

. CV and application review Separate & Transition: . Interview . Reference check . Exit planning . Offer made and accepted . Completion of projects and final . Pre-employment communication presentation of work . “We like you. Especially you” – “They . “Thank you for your great work” – “I Like me” might want to come back”

Induct & train:

. Resident Advisor training . Performance planning and development . Preparing for Resident Arrival . “Welcome. Here’s what you need to know” – “They are happy to have me”

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2019 Resident Advisor Induction and Training

Introduction:

A positive induction and training period can lead to high morale and engagement and Resident Advisors feeling prepared and confident in their role.

Accommodation takes responsibility and a proactive approach for ensuring Resident Advisors receive a good induction and training. The Associate Director (Accommodation) heads up the induction and training of Resident Advisors, delegating specific functions to the Area Manager (Residential Experience) for the practical implementation of RA training.

Resident Advisor training is designed in three parts. Part one is an end of year induction in October the year before, combined RA training in February (with a blended learning approach) and situational 10.3 combined RA training sessions throughout the year.

Aim of this document:

The aim of this document is to provide overarching information to Accommodation staff on RA training, the theory behind some of the sessions and other key information.

Timeframe for Resident Advisor RA training:

. RA Induction day – 13th February 2018 . RA Combined training – 7th/11th February – 22nd February 2019 . Situational RA training – Throughout the year

Aims for Resident Advisor training:

Resident Advisor training at the University of Auckland aims to:

. Have Resident Advisors understand their dual status of staff and student of the university and how to maintain those boundaries . Educate Resident Advisors on critical incident management & mental health awareness . Introduce Resident Advisors to the Accommodation team and their colleagues . Increase Resident Advisors understanding of leadership development within the University . Educate Resident Advisors on community development and student advisory services . Familiarisation with physical locations, legislations policy and procedures . Develop cohesive working teams . Empower Resident Advisors to stand up for what is right

Targeted Staff members:

. Resident Advisors . New professional staff

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10.3

Foundational theory

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Theory involved in the formation of RA training

Due to the scale and importance of having a robust training programme for Resident Advisors a number of key frameworks and theories are utilised in formation of the plan. These theories are drawn from Human Resources, Industry standards, and core competencies.

Industry competen Leadership cies dimension

Position Account 10.3 abilities

Resident Advisor Training plan

Influence from University Human Resources – People & Organisational development:

An Experience, Exposure, Education or 70:20:10* approach to RA training has been encouraged and reflected in the formation of the plan to streamline with practices developed by HR for Professional staff. This has been done alongside the 5D Leadership framework, profession specific competencies and position requirements.

The Leadership Dimensions (5D Leadership) are

Exhibiting Personal Leadership Role modelling leadership behaviours to engage others and support the University’s values and aspirations.

Setting Direction Establishing and committing to plans and activities that will deliver the University’s strategy.

Innovating and Engaging Identifying, creating and responding to relationships and opportunities to improve and progress the University.

Enabling People Developing self, others and teams so they can realise the University's strategy and values.

Achieving Results Accepting accountability for making decisions and taking action to deliver the University's strategy and deliver excellent results.

Resident Advisor Position description Key accountability areas:

Key accountability areas for RAs fall under the below areas. Training is linked back to these areas.

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. Student welfare and advisory services . Community development . Administrative duties . Academic Support

Industry Core Competencies and Body of Knowledge:

ACUHO-I is the international authority on student accommodation. To help the profession better understand and meet these increasing demands, ACUHO-I created a body of knowledge to address what campus housing professionals need to know and what they need to be able to do. In developing the training for Resident Advisors the body of knowledge was reviewed and specific areas applicable to the Resident Advisor position were highlighted.

Service Functions: 10.3

The service functions related to the Resident Advisor position has been highlighted in light blue below.

Direct Service Function Management Function Strategy and Policy Function Provide support and/or service Oversee the performance Establish and/or approve the directly to campus housing and/or operation of campus plans to achieve the customers or to other housing housing activities and/or departmental goals or the personnel. personnel. organizational mission.

Competencies and knowledge needed as related to the Resident Advisor position:

Direct Service function Domain: Sub-Domain: Knowledge needed: competencies: . Risks (environmental, . Report the potential risks human, facility) . Inform constituents of . Risk-prevention related expected behaviour and teams (behavioural, actions during crises planning, assessment) Prevention . Participate in meetings, . Crisis communication plan planning sessions and components Crisis simulations aimed at . Applicable laws and Management preventing and preparing policies for problematic incidents . Training options (e.g., tabletops, drills, . Implement the plan(s) . Access and manage . Training options Intervention resources needed to carry . Institutional plans and out response/intervention protocol . Notify all stakeholders . Create environments and programs which support student development . Departmental philosophy . Create environments and on learning and programs which support Resident development of Personal student leadership Educational constituents Development . Promote the value of Services . Departmental philosophy personal and professional on student leadership development to . Campus resources constituents (including but not limited to: communication, Campus Life - Accommodation Prepared by Jacob Waitere, Area Manager | Version 3 (current as at October 2018)

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leadership, ethics, diversity and globalization) . Promote the importance of personal safety to constituents . Promote the values of student leadership to constituents . Create environments for constituents which support community development goals . Promote the value of . on community living and community development 10.3 student engagement to constituents . Benefits of community . Develop and implement development programs for constituents . Role of community which support educational development in student Community goals learning Development . Provide a variety of small . Campus culture pertaining and large group social, to community educational, leadership development and involvement activities . Basic tenets of . Create environments counselling, advising and which support student community development leadership and employment opportunities . Promote the values of social justice to constituents . Identify and promote . Departmental philosophy academic courses on student learning and . Review evaluation from engagement Academic students as it pertains to . Student residential Initiatives the course work and living/learning theories implement . Student residential recommendations for the living/learning best next incoming class practices . Market and promote the value of student leadership, student groups . Departmental philosophy and student organizations on advising student to constituents groups and student . Create residential organizations environments which . Student group and support opportunities for student organization Advising student groups and advising best practices organizations to be and models influential in representing . Student learning theories constituents and models including . Promote best practices those pertaining to and models for successful underrepresented groups residential student groups and student organizations

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. Identify potential violations of codes, . Departmental community policies, and regulations standards . Document potential . Institutional code of Student violations conduct, policies and Conduct . Educate constituents on regulations behavioural codes, . Restorative justice/other policies, and regulations methods of resolution . Explain student conduct Student processes to constituents Behaviour . Conflict resolution methods and approaches . Describe to constituents . Facilitation and mediation various approaches to processes conflict resolution Conflict . Cross-cultural 10.3 . Communicate expected Resolution communication standards of behaviour for approaches those engaged in dispute . Cultural constructs around resolution authority and dispute resolution

Creation of an “RA profile”:

There are 90 RAs employed for 2019. This is a large and diverse group of individuals. To inform areas where this team might need training and support an RA profile will be made. The profile will look at rated interview scores in key areas, demographic information and broad experiences. This profile will allow Management a high level view to inform training.

The 2019 RA profile will have the following information:

. Interview rank score: o Community Development o Relationship development o Leadership o Average hire score . Average age . Average GPA . Faculty/degree breakdown . Level of study breakdown . % of returning RAs . % Not from Accommodation . Gender ratio . Ethnicity breakdown

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10.3

Educational objectives & strategy

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2019 Resident Advisor Educational objectives and strategy

Ensuring that all pertinent information is communicated a clear learning matrix is developed. Learning is broken down into educational sessions with learning outcomes. These sessions employ a range of learning approaches in order to meet the diversity of learning needs. Assessment of these sessions is an important part of training and covered in the next section.

Blended Learning approach:

As stated in the opening paragraph, with such a large group of individuals a blended learning approach is taken to meet the diverse learning needs. In this context blended learning is not just the combination of face-to-face instruction and online tools, but a variety of different instruction.

In 2019 the blended learning approach for RAs will be: 10.3

. Focus on developing the 4Cs (Critical Thinking, Communication, Collaboration, Creativity) . Small Groups (Residence Based, Area Based, Community based) . Large scale lecture based . Workshop based and peer to peer activity . Physical activity . Readings and print material . Online learning modules (where applicable)

Resident Advisor Training Theme:

To assist in adding a new flavour and focus on specific needs of training a different RA training theme is created every year. The theme is another lens for RAs to see their training experience through. Training themes will be created using the RA profile and other topical influences.

For 2019 the RA training theme will be: . Living, . Learning, . Leading

The following pages will explore the learning outcomes, theme and in-house sessions in more depth.

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2019 Resident Advisor training theme explored:

Strategic With the Network with Connect community learning colleagues partners environment

A safe Create Opportunities Memories environment LIVING Be present for Give things a Grasp new Participate training go opportunities

The reason 10.3 On past Embrace new Reflect and purpose experiences perspectives behind actions

Your students To be their Positive Encourage to participate best behaviour

Your students Personal New ideas to Enable and peers to growth be developed achieve LEARNING Understand Develop new Learn Ask questions your skills limitations

Future leaders Your students Others to give Motivate to come to achieve back forward

Your students Your Your passion Initiate to achieve colleagues into practice

Your students Yourself to the Challenge The process to be their next level best LEADING Your students Support Potential to Mentor and peers to through tough grow achieve times

Your students Yourself to be Your ideas into Activate to participate present reality

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CAMPUS LIFE - ACCOMMODATION Resident Advisor Training Aims & Outcomes

Overaching training Objectives: Blended learning approach: Training Theme: Resident Advisor training at the University of Auckland aims to: *Have Resident Advisors understand their dual status of staff and student of the university and how to maintain those boundaries RA training will take a blended learning approach that will include: *Educate Resident Advisors on critical incident management & mental health awareness *Focus on developing the 4Cs (Critical Thinking, Communication, Collaboration, Creativity) *Introduce Resident Advisors to the Accommodation team and their colleagues *Small Groups (Residence Based, Area Based, Community based) Living; *Increase Resident Advisors understanding of leadership development within the University *Large scale lecture based Learning; *Educate Resident Advisors on community development and student advisory services *Workshop based Leading! *Familiarisation with physical locations, legislations policy and procedures *Physical activity *Develop cohesive working teams *Readings *Empower Resident Advisors to stand up for what is right Session: Facilitator(s) Time & Location: Session Aim: Learning Outcomes: Delivery mode Assessment Position Desription Accountability:Leadership Framework: RAWBAT: *Understand the RA training schedule The aim of this session would be to (re)introduce Ras to *Recite what the role of the RA is within the University Introduction to the Resident Jacob Waitere & Micheal Accommodation staff, outline the training programme and *Know what is expected of them each day Lecture style presentation Advisor role and working at 45 minutes N/A Administrative Duties Setting Direction Rengers requirements and set expectations for working within *Name the members of the Accommodation Q&A session the University of Auckland Campus Life as a service division. Management team *Recognise and understand how Campus Life values affects their role RAWBAT: *Identify common issues residents face in their demographics The aim of these sessions are to provide RAs with an *Understand the impact they can have as a role model understanding of common academic support areas for their for residents Separated (by student Academic role modelling & student demographics. The session will cover ways that RAs *Recite unversity support services related to academic Student Welfare & Advisory 60 minutes demographic) working Peer assessment Enabling People referral can role model and support their residents academically as support & how to refer residents Services; groups well as support them to the appropriate academic service. *Be familiar with current Accommodation initiatives related to academic support & success and what their role responsibilities are in this *Identify signs of a student struggling academically at University RAWBAT: *Identify the common effects of drugs and alcohol on The aim of this session is to provide RAs with an residents and resident well-being understand of common drug and alcohol issues facing the *Identify commonly used intoxicants in 10.3 student demographic. This will include understanding how Accommodation to identify drugs and alcohol, the impact that consumption Student Welfare & Advisory *Articulate UoA/Accommodation policy on alcohol and Lecture style presentation Alcohol and Drugs 90 minutes has on an individual (both physically & beahviourally) and Peer assessment Services; Administrative Enabling People drugs with workshops how to support and refer an individual that is under the Duties *Identify best practices to deal with incidents around influence. RAs will also be introduced to the University's drug and alcohol use. policies on drugs and alcohol and how to actively *Identify strategies to minimise risk behaviour and implement this with Accommodation. harm reduction. *Be familiar with support services related to drugs and The aim of the Campus Life services session is to split Ras Student Welfare & Advisory Various Campus Life into interest groups and introduce them to specific services Campus Life Services 60 minutes N/A N/A N/A Services; Community Innovating & Engaging Staff Campus Life has to offer. Topics will be: Student Groups, Development Communications, Sports and Recreation RAWBAT: *Articulate the expectations of Accommodation staff for The aim of this session is to introduce Ras to the concepts RAs engaging with residents. Campus Life - Student Community Building 60 minutes of community building, the importance of community *Know how to engage with residents Workshop presentation N/A Community Development Achieving Results Engagement building and understanding resident needs. *Identify the needs of their residential communities *Employ various tactics to regularly and authentically engage with residents. The aim of this session is to introduce RAs to the concept of Student Welfare & Advisory Consent Micheal Rengers 30 minutes Consent and UoA's commitment to promoting Consent Lecture style presentation Enabling People Services within Accommodation. RAWBAT: *Understand assertive communication, active listening, and various communication styles. *Employ critical thinking skills (asking effective The aim of this session is to introduce the concepts of questions, and follow up questions) empathy, effective listening and communication. Topics will Student Welfare & Advisory *Create and maintain intentional interactions Effective Communication 60 minutes cover assertive communication, active listening, and Workshop presentation Peer assessment Services; Community Innovating & Engaging withothers changing communication styles when necessary and Development *Identify appropriate communication channels and utilising body language effectively. methods *Identify the difference between empathy and sympathy and why it is relevant *Understand the importance of effective body language RAWBAT: Equity Support Services: *Identify the various equity support services for -Maori The aim of the equity support services is to educate Ras on students & how to refer them Student Welfare & Advisory -Pacific common challenges facing students, how to support them, Post knowledge Equity Division 120 minutes *Understand and communicate common challenges of Information sessions Services; Community Innovating & Engaging -Rainbow build an inclusive community and refer students onto assessment students in key demographics and their needs Development -Disability internal and external resources *Understand how their role and positively support residents

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RAWBAT: *Understand how to complete requirments for The aim of this session is to introduce RAs to skills required activities and programmes to facilitate the Residential Experience. This session will *Identify key risk management factors to address Facilitating the Residential 40 minutes look at the requirements for events and activities, passive when planning events. Workshop presentation Peer assessment Community Development Achieving Results Experience communication and programming and how Accommodation *Understand the difference between active/passive and structures it's experience. social/developmental programming *Communicate at least four ways of communicating and promoting programmes to residents RAWBAT: *Feel comfortable and know how to provide support to The aim of this session is to educate Ras on the university's disclosures of family violence comittment to being a safe, inclusive and equitable place *Understand the background to the Family Violence Student Welfare & Advisory Family/Relationship violence - for all our staff and students. This session will introduce Ras Lecture style presentation Post knowledge Achieving Results, Exhibiting Equity Division 60 minutes project and why it is needed Services; Community It's Not OK to the Family/Relationship violence policies, guidelines and with Q&A session assessment Personal Leadership *Know how the University can support staff and Development resources and provide them with skills to refer and support students affected by family violence appropriately. *Know how to access the Equity office policy and guideline hub RAWBAT: *Know how to access the UoA Health & Safety policy The aim of this session is to introduce Ras to the *Articulate their responsibilities in relation to H&S Human Resources - University's Health, Safety and Wellbeing policies. The Student Welfare & Advisory issues Post knowledge Health and Safety Policies Health, Safety & 30 minutes session will support RAs in understanding how to promote a Lecture style presentation Services; Community Setting Direction *Know how to report and address H&S risks assessment Wellbeing safe environment and their role with the health and safety Development *Promote the value of a safe and healthy campus to framework. partners, whanau & residents

RAWBAT: *Understand common adjustement issues for International student *Recit the various types of international students we The aim of this session is to educate RAs on the house in Accommodation Student Welfare & Advisory International Student international student community and how to support them *Identify support services available for international Post knowledge Rebekah Walkinton 30 minutes Information session Services; Community Innovating & Engaging Support and their specific needs. The session will introduce RAs to students assessment Development key International Student support staff and services. *Refer international students to appropriate support services *Identify common obstacles international students encounter at UoA

RAWBAT: *Be familiar with the stages of team development The aim of this session is to introduce RAs to concepts and *Utilise strategies to build healthy relationships with skills related to international skills and relationship Student Welfare & Advisory Interpersonal skills and staff and residents 10.3 development. RAs will be exposed to stages of team Workshop presentation Peer assessment Services; Community Exhibiting Personal Leadership Relationship Building *Utilise strategies to work with people that have a development, how to work with others and manage Development; differing opinion differences of opinion. *Have confidence to introduce themselves to new contacts

RAWBAT: *Understand the importance of developing leadership The aim of this session is to introduce Ras to the concept of skills Student Welfare & Advisory leadership development. How they can understand their Exhibiting Personal Leadership; Leadership development 60 minutes *Have an understanding of their own leadership styles Workshop presentation N/A Services; Community own leadership styles and support residents in developing Enabling People *Recognise a variety of different types of leaders Development; their own their leadership. *Understand the mechanisms that are available to residents RAWBAT: *Identify signs and symptoms of mental health situations The aim of this session is to provide RAs with knowledge of *Triage crisis situations and refer up how to address and respond to mental health situations. Student Welfare & Advisory Mental Health Assistance Campus Life - UHCS 90 minutes *Appropriately follow-up with crisis incidents Workshop presentation Peer assessment Enabling People RAs will have the resources to effectively respond to and Services *Effectively communicate important information during support students when addressing mental health concerns. a crisis situation *Be familiar with staff from UHCS

RAWBAT: *Understand the responsibilities of an on duty RA The aim of this session is to educate Ras on the *Appropriately respond to after hour call outs and Student Welfare & Advisory requirements of an on-duty RA, how to respond to common conduct incidents Achieving Results On duty and on call Jacob Waitere 60 minutes Workshop presentation Peer assessment & test reportingServices; Administrative after hour call outs, conduct incidents and completing *Be able to successfully complete duty logs and Exhibiting Personal Leadership Duties required administrative tasks (duty logs, incident reports) incident reports *Utilise the escalations procedure for maintenance, pastoral care and other concerns RAWBAT: The aim of this session is to introduce Ras to the Campus *Recite what healthy boundaries look like for Ras with Life HR Manager/Advisor, educate Ras on the the dual role residents of staff/student they hold, how to minimise risks to *Be familiar with the privacy act and how it could Professionalism & the Privacy Human Resources - Lecture style presentation *Follow up knowledge gap Community Development; 45 minutes themsleves and the university by understanding affect their role Setting Direction act Advisory Services Q&A session assessment Administrative Duties approproate boundaries, professionalism and what the *Recite who the HR Manager/Advisor are, their role privacy act has. This session will also emphasise that and how to contact them pultonic relationships only are permitted with residents *Verbalise what a 'professional' looks like for UoA

The aim of this session is to provide Ras with an Student Welfare & Advisory Responding to Sexual understanding and skills on how to appropriately respond Services; Community Enabling People Violence & Assault and support students who disclouse incidents of sexual Development; assault.

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-Describe difference between helping and counselling RAWBAT: -Talk through basic helping skills *Identify risk elements of responding to students in -Talk about where boundaries are when working with a distress student in need *Utilise skills to triage distressed students Responding to students in -Discuss what needs to be passed onto managers and when Student Welfare & Advisory 60 minutes *Utilise the skills of look, listen, link Workshop presentation Peer Assessment Enabling People distress -Identify ways to work with the community when an Services *Be familiar with the critical incident response plan for emotional crisis situation happens and how to be guided by accommodation your manager *Know how to hand over a distresses student to -Discuss privacy and confidentiality - what to and what not community services or level 2 on call support to share with co-RAs RAWBAT: *Raise awareness of helping behaviours *Have increased motivation to help The aim of this session is to educate Ras on prosocial *Have the skills and confidence needd to respond to Lecture style presentation Student Welfare & Advisory STEP UP: Bystander behaviour and bystander intervention (theories and skills). problems or concerns 60 minutes with workshops and Peer assessment on site Services; Community Enabling People intervention The session will also incorporate the University's 'Zero *Ensure the wellbeing of oneself and others when roleplay Development Tolerance' policy. responding *Know the UoA 'Zero Tolerance Policy' and how they can utilise this in their communities *Know the characteristics of a safe community RAWBAT: *Outline the Waka to wellbeing and name all paddles *Identify practical ways to incorporate the framework The aim of this session is to introduce students to the waka Jacob Waitere & into their roles Supporting student wellbeing 45 minutes of wellbeing, and how they can utilise their role to support Workshop presentation Peer assessment Community Development Achieving Results Wellbeing team *Communicate common challenges facing tertiary student wellbeing and success. students *Be familiar with the University Wellbeing team

RAWBAT: *Utlise skills related to good time management *Articulate the importance of utilising effective time/stress management skills. The aim of this session is to support Ras in developing time Student Welfare & Advisory Time management and Self- *Identify appropriate boundaries to maintain self-care Exhibiting Personal Leadership 30 minutes management skills and strategies to manage stress and Workshop presentation N/A Services; Administrative care and balance. & Enabling peoplpe their own self care. Duties *Identify appropriate support services and resources related to time management and self-care and how to access them.

RAWBAT: *Recognise the UoA Medical and Nursing Leads *Understand and recite the services offered by the The aim of this session is to introduce Ras to the services Health Service 10.3 Medical Lead & Nurse offered by the University Health Service, common issues Post knowledge Student Welfare & Advisory University Health Services 30 minutes *Recite some of the common issues facing residents (in Information session Enabling People Lead facing the student population and how Ras and UHCS can assessment Services particular related to sexual activity, cold/flu & other work together to address this. communicable illnesses) *Know how to refer residents to University Health Services or community resources

RAWBAT: The aim of this session will be to introduce Ras to the *Recite the security extension & afterhours numebrs Campus Safety & Security team. The Campus Safety & *Identify University security officers on campus *Practical assessment Paul Blackmore & Phil Student Welfare & Advisory Working with Campus Safety 60 minutes Secuirty team will go through the role they play in the *Recite the role university security plans on campus Lecture style presentation *Follow up knowledge gap Enabling People Kirkham Services University, how they can support Ras and residential *Be confident in the process and knowing how to refer assessment students living on campus. student residents to university security services when needed Missing: Behind Closed doors 1 & 2 Keynote presentation Team builders

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CAMPUS LIFE | ACCOMMODATION 9 Residential Experience

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RESIDENT ADVISOR TRAINING In-House training check list

Purpose:

This document has been prepared to act as a suggestive reference guide for Resident Managers and Coordinators to ensure that in-house RA training is comprehensive and consistent. Topics are listed with points to cover bulleted underneath them.

Expectations for RA training . Attitude . Arrive to training prepared (e.g. RA manual, pen/ paper) . Attendance, timeliness and absenteeism - what is policy? 10.3 . Parties and other actions that would jeopardise position . Using free time wisely . What sessions can’t RAs miss

Emergency/Duty procedures . Duty expectations . Timing . Incident Module/iPad expectations . Emphasising on call support (level 2, 3 & security) . Fire evacuation procedures . Fire Warden responsibilities . Checking Rooms, etc.

Administrative Training . Phone Instructions . How to answer a phone call . Diverting the phone, etc. . Mailbox expectations . Parcel sign-out

Relationship Items . Expectations for team member behaviours . Introduced and expectations regarding association with cleaning, administrative, maintenance and food service teams as applicable

Residential Rules and Conduct Policies . Reasoning behind policies . Discuss how to communicate policies with residents

Addressing Vandalism and Damage . Ways to investigate who may have been responsible . Talk about how to handle situations where no responsibility can be determined . Remind about importance of being aware of who may be impacted and the follow-up that may be needed (ex. personal items damaged vs. a floor meeting)

RA Meetings – Schedule and meeting etiquette . When and where are meetings . Meeting requirements . Set meeting times

Resident Arrival Prep . First floor meeting . Welcome email from RA

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. Welcome letter . Check-in preparations

Vision of Residence/Hall and Area . What we want to achieve this year . How are we going to achieve it . What are our KPIs (as an area and for role)

Team dynamics . Communication styles . Personality profiles . How people like to work

Residential experience planning: . O-week and year event allocations . Purchasing and budgeting processes for events . Complete event forms

Processes and things they need to know . Filing a leave of absence 10.3 . Filing for extra hours . Social Media Expectations . Filing a maintenance request . Filing an incident report . Importance of Documentation . Show and walk-through reporting form . Checking Email Expectations

Other things to consider . Additional processing of Behind Closed Doors material . Opportunities for self and group reflection . Pre and Post Assessments will be carried out within hall or area teams . First Six-Week Program . Inclusion of items developed within the working groups . Customer service excellence basics

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10.3

Assessment

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2019 Resident Advisor Assessment Information

Introduction to Assessment for RAs:

Resident Advisors at the University of Auckland carry out a unique and important role. They are responsible for delivering peer-to-peer pastoral care, responding to emergencies and supporting inclusive communities. Resident Advisors hold a unique status of staff member and student, which is further complicated by their residential status of living amongst the residents.

Resident Advisors undergo an intensive two weeks of training to prepare them for their roles. Further training is situational and often informed by Manager and staff feedback. Being able to attest that Resident Advisors understand and are knowledgeable with the training content has become increasingly important over the last few years. Assessment is now becoming tool that must be used as part of the training and induction process. 10.3

The implementation of strong and practical assessment plan will allow Accommodation to identify where each Resident Advisor is in their learning/training journey both before, during and after the RA training period. Further use of such a plan could be unitised in order to plan ongoing training and leadership development sessions both with in-house Mangers in RA meetings as well as through the year with ongoing situational RA training.

This Assessment tool will allow Accommodation to not only track knowledge retention and educational growth, but will be used to review the effectiveness of both the taught content as well as the delivery method of such content.

Assessment will be delivered through a variety of delivery methods. The delivery methods will match the blended learning approach to training

Previous years:

In 2017 two data collections methods were utilised in order to gain insight to assessment and feedback. These were the via the attendance scan at the start of each session and the RA training feedback survey that was sent to RAs in order to collected data/feedback as a review on the overall training. 2018 saw the introduction of some alternative assessment utilising mainly pre and post assessment and some online crowd interaction tools.

Moving forward:

The goal for 2019 Resident Advisor training will be to have a blended assessment approach that can capture where collective RA learning might be, while at the same time identifying some students that are not at the required knowledge level. This will be done through a variety of assessment methods and tools.

Assessment methods:

Diagnostic assessment:

Diagnostic assessment looks at strengths, weaknesses, knowledge and skills prior to RA training. This will provide Accommodation staff with a baseline from which to work from.

Diagnostic assessment tools: . Analysis of interview data . Pre-training knowledge and comfort assessment to be completed before arrival

Formative assessment:

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Formative assessment looks at an RAs performance during training and occurs regularly throughout the training process. These are like ‘check points’ throughout training. Formative assessment is assessment FOR learning.

Formative assessment tools: . Peer to peer assessment during or at the end of particular training modules o This is envisioned as role plays with peer assessment check lists that models training assessment for first aid training . Learning/Work simulations during a training session o This could be completed test incident reports and duty logs o Practicing required paperwork for facilitating the residential experience o Behind closed door sessions will provide managers with an opportunity to gauge RA actions and attitudes to situations as well. . Interactive online participation o This could be through mass engagement tools such as KaHoot!, Slido and Quizlet 10.3 (depending on the nature of the topic) o Online UoA Health and Safety module . Think.Pair.Share o Instructors asks a question, and RAs write down their answers. Students are then placed in pairs to discuss their responses. . One minute papers o One-minute papers are usually done at the end of a day or session. RAs in groups (or individually) are asked to answer a brief question in writing. The papers are collected and analysed by the instructor or line manager to gain awareness of the RAs’ understanding. One-minute papers have been found to be more effective when done on a frequent basis. Typical questions posed can centre around: . Main point . Most surprising concept . Questions not answered . Most confusing area of topic

Summative assessment:

Summative assessment measures achievement at the end of instruction. This is the check-up, the what went right, wrong, or what is retained. Summative assessment is assessment OF learning.

Summative assessment tools: . Post-RA training knowledge and comfort assessment . Peer working groups facilitated by managers . RA training evaluation

Attendance summary:

All RAs will be required to swipe their Campus Card upon entry to the session. For in-house training sessions Resident Managers are required to note who attended those sessions.

Summary:

The outlined assessment plan allows for data collection and multi-faceted assessment of Resident Advisors. The plan allows us to not only create an accurate baseline for measurement but also allows Accommodation to track learning, attendance and retention in real time, therefore ideally leading to less red-flags and higher retention of skills and knowledge. The diversity in assessment tools means that assessment is inclusive to all learning/personality styles, therefore hopefully supporting the entire RA teams learning.

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10.3

Facilitation of training

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2019 Facilitation of RA training:

Combined RA training is a very busy time for all staff. It is important that Area Managers, Resident Managers, Resident Coordinators and the Residential Experience Officer be seen as visible, supportive and interested in the training.

RA Induction day:

The October before training commences RAs are required to participate in an induction afternoon. This induction afternoon

In-House RA training:

Individual line managers and their Area Managers are responsible for the facilitation of in-house 10.3 training sessions. These should focus on the compulsory requirements for health, safety and operations, team building and preparation for O-week and resident arrival. A checklist will be given to line managers to make sure they are being followed.

Combined RA training:

Combined RA training brings together external and internal presenters. If you have questions on the following, please direct to the relevant staff member:

RA Handbook:

A centralised RA Handbook is being developed. This will focus on transferable skills and procedures in Accommodation. Areas should prepare specific, sufficient written material for their own in-house procedures.

Compulsory sessions for RAs:

In 2019 we will be tacking attendance at all RA training sessions. This is to say with certainty if an RA attended a relevant training session. Training is compulsory for all RAs. The most important sessions are listed below. These should not be missed.

. Introduction and welcome . Alcohol and Drugs . Health and Safety Policies . Fire evacuation training (in-house) . Consent . Effective communication . Facilitating the Residential Experience . Mental Health Assistance . Responding to sexual violence . Family & Relationship violence . Professionalism and the privacy act . Behind Closed Doors 1 and 2 . First Aid (to be completed prior)

Compulsory sessions for professional staff:

The Associate Director (Accommodation) wishes to clarify his expectations around which sessions are compulsory for professional residential experience staff to attend are. These sessions are listed below. Where there are brackets and roles beside the session it indicates that is only compulsory for those staff. All staff can choose to go to non-compulsory sessions.

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. Introduction and welcome . Professionalism and the privacy act . Alcohol and Drugs (new staff) . Fire evacuation training . Consent (RMs and RCs) . Effective communication (new staff) . Facilitating the Residential Experience (RCs) . Mental Health Assistance (new staff) . Responding to sexual violence (RMs) . Family & Relationship violence (new staff and RMs) . Behind Closed Doors 1 and 2

Pleases contact the Area Manager (Residential Experience) if you need clarification.

Meals for training: 10.3

Meals are provided during the training sessions, logistical information on this is provided in the RA training resources spread sheet.

Meals for in-house training are to be provided by the local area teams. Expenditure for this should not surpass $6pp for breakfast or $11pp for lunch and then dinner each day.

Residences RAs are also fed breakfast, lunch and dinner during the RA training period.

For questions about the meal arrangements for RA training, please contact one of the Residential Experience team.

Identification:

Resident Advisors should be encouraged to wear their given name tags to training. Professional staff should also wear their name tags to training sessions to make themselves identifiable.

Resident Advisors should also carry their student IDs on them to be scanned on entry into a training session.

Team builders:

There will be a number of team builders throughout the RA training period. These are to be facilitated by Resident Managers and Coordinators.

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RA training organisation contacts:

If you have questions concerning Resident Advisor training, please contact one of the Residential Experience team below:

Jacob Waitere | Area Manager (Residential Experience)

Topics: General training & residential experience matters Phone: 09 23 7704 (87704 internal) | 027 707 9814 Email: [email protected] Office location(s): 440-G03 | 603-AM office | 833-215

TBC | Residential Experience Officer 10.3 Topics: RA training content & residential experience matter Phone: 09 923 9169 (89169 internal) Email: [email protected] Office location: 440-G03

Marielle Mansfield | Area Assistant (Whitaker)

Topics: RA training logistics, first aid training and catering Phone: 09 3737 599 xtn 34000 Email: [email protected] Office location: 603-Office

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10.3

Resource library

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2019 Resident Advisor training resources:

RA uniforms:

RA Uniforms will be given to individual areas to distribute to their RA teams. RAs are required to wear their uniforms when they are on duty, representing Accommodation or the University or at other specified work functions.

RA welcome packet:

Line managers are more than welcome to make up their own welcome packet for their new RAs. Any expenditure for this will come out of the 848 budget line of that property and approved by the relevant Area Manager. 10.3 Resident Advisor training schedule:

Overview:

Detailed:

Resident Advisor training meal plans:

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Campus Life – Accommodation T +64 9 123 4567 W accommodation.auckland.ac.nz The University of Auckland Private Bag 92019, Auckland 1142 New Zealand

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Appendix D

Supporting Distressed Students

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10.3

Supporting Wellbeing for Academic Success

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10.3

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What you should do if the situation IS urgent

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10.3

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Appendix E

Students in Distress – Guidelines for University Staff

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Students in Distress – Guidelines for University Staff

As an Academic or Professional staff member interacting daily with students, you are in an excellent position to recognise behavioural changes that characterise an emotionally troubled student – and 10.3 often to help them.

If you are concerned about a student please use the guidelines below/overleaf to help guide your actions. But please don’t hesitate to ask for help:

 If you are unsure how to handle a situation with a distressed student please call University Health and Counselling on 09 923 7681  If you consider you or anyone else might be in danger please call 111 or UniSafe on 966  If the situation does not require immediate action but you would like advice on the most appropriate course of action please contact the Student Proctor on 87005

Diane Clare, Director, University Health and Counselling Service, Extension: 88487, DDI: +64 9 923 8487, Mobile: +64 21 237 8660

Kimberly Farmer, Counselling Lead, University Health and Counselling Service Extension: 85304, DDI: +64 9 923 5304, Mobile: +64 21 679 318

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Behavior Understand the Solution overview (only) symptoms (This is a guideline only)

Distressed: Behavior that causes us to feel alarmed, upset, or worried (most common). Distinguishing between Disruptive: Behavior that distressed, interferes with or interrupts General Rule -- If it doesn't disruptive, and the education process of other feel right, it's usually not dangerous student students or the normal right! (Trust your instincts) behavior business functions of the University.

Dangerous: Behavior that leaves us feeling frightened 10.3 and in fear for our personal safety or the safety of others. Guidelines for Openly acknowledging to 1. Request to see the student Interaction students that you are aware in private. This may help of their distress, that you are minimise the embarrassment sincerely concerned about and defensiveness. their welfare, and that you 2. Briefly acknowledge your are willing to help them observations and perceptions explore their alternatives, can of the situation and express have a profound effect. your concerns directly and honestly. We encourage you, whenever 3. Listen carefully to what is possible, to speak directly and troubling the student and try honestly to a student when to see the issues from you sense that she/he is in her/his point of view without academic and/or personal necessarily agreeing or distress. disagreeing. 4. Attempt to identify the How to accomplish this will student's problem or probably vary by the concern, as well as your own circumstances, and by the concerns or uneasiness. You nature of the student's can help by exploring distress. alternatives to deal with the problem. 5. Comment directly on what you have observed without interpreting or judging. Strange and inappropriate behavior should not be ignored. 6. Involve yourself only as far as you want to go. At times, in an attempt to reach or help a troubled student, you may become more involved than time or skill permits. Extending oneself to others always involves some risk--but it can be a gratifying

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experience when kept within realistic limits. You may refer to Health and Counselling where we will provide direct intervention, and / or refer to an appropriate solution.

The Typically, even the utmost — DO — Dependent/Passive time and energy given to Student these students is not enough.  Let students make their own They often seek to control decisions. your time and unconsciously  Set firm and clear limits believe the amount of time on your personal time and received is a reflection of their involvement. worth. You may find yourself  Offer referrals to other increasingly drained and resources on and off- 10.3 feeling responsible for this campus. student in a way that is beyond your normal — DON'T — involvement. It is helpful if the student can be connected  Get trapped into giving with the proper sources of advice, special conditions, support on-campus and in the etc. community in general.  Avoid the student as an alternative to setting and enforcing limits.

The Anxious Anxiety is a normal response — DO — Student to a perceived danger or threat to one's well-being. For  Let the student discuss some students the cause of her/his feelings and their anxiety will be clear, but thoughts. for others it is difficult to Often this alone relieves a pinpoint the source of stress. great deal of pressure. Regardless of the cause, the  Provide reassurance. resulting symptoms are  Be clear and directive. experienced as similar and  Provide a safe and quiet include rapid heart environment until the palpitations; chest pain or symptoms subside. discomfort; dizziness; sweating; trembling or — DON'T — shaking; and cold, clammy hands. The student may also  Minimize the perceived complain of difficulty threat to which the student concentrating, always being is reacting. ‘on the edge,’ having difficulty  Take responsibility for the making decisions, or being student's emotional state. too fearful to take action. In  Overwhelm the student with more rare cases, a student information or ideas to ‘fix’ may experience a panic his/her condition. attack in which the physical symptoms occur spontaneously and intensely in such a way that the student may fear she/he is

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dying. The following guidelines remain appropriate in most cases. The Depressed Depression, and the variety of — DO — Student ways it manifests itself, is part of a natural emotional  Let the student know and physical response to life's you've noticed that she/he ups and downs. With the busy appears to be feeling down and demanding life of a and you would like to help. college student, it is safe to  Reach out and encourage assume that most students the student to discuss how will experience periods of she/he is feeling. reactive depression in their  Support them to get help college careers. It is when the depressive symptoms become — DON'T — so extreme, or are so enduring, that they begin to  Minimize the student's 10.3 interfere with the student's feelings, e.g., "Don't worry. ability to function in school, Everything will be better work, or social environments, tomorrow." that the student will come to  Bombard the student with your attention and be in need "fix it" solutions or advice. of assistance. Due to the  Chastise the student for poor opportunities that staff have or incomplete work. to observe and interact with  Be afraid to ask whether the students, they are often the student is suicidal if you first to recognize that a think she/he may be. student is in distress. Look for (See next section, e.g., a pattern of those indicators. ‘Have you thought of harming yourself?’)  Tearfulness / general emotionality

 Dependency (a student who makes excessive requests for your time)  Markedly diminished performance  Lack of energy / motivation  Infrequent class attendance  Increased anxiety/test anxiety/performance anxiety  Irritability  Deterioration in personal hygiene  Alcohol or drug use

Students experiencing depression often respond well to a small amount of attention for a short period of time. Early intervention increases the chances of the student's rapid return to optimal

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performance. The Suicidal Suicide is the second leading DO — Student cause of death among college students. It is important to  Take the student view all suicidal comments as seriously-80 % of suicides serious and make appropriate give warning of their intent. referrals. High risk indicators  Be direct--ask if the student include feelings of is suicidal, if she/he has a hopelessness, helplessness plan, and if she/he has the and futility; a severe loss or means to carry out that threat of loss; detailed suicide plan. Exploring this with the plan; a history of a previous student may actually attempt; history of alcohol or decrease the impulse to drug abuse; feeling of commit suicide. alienation and isolation; and  Be available to listen, but preoccupation with death. refer the student to Health and Counselling. Attempt to 10.3 make sure the student actually gets some help.

— DON'T —

 Minimize the situation.  Be afraid of planting the idea of suicide in an already depressed mind by inquiring about it (they will very likely feel relieved that someone has suspected).  Ignore your limitations.

The Student in These students have difficulty DO — Poor Contact with distinguishing fantasy from Reality reality, the dream from the  Respond with warmth waking state. Their thinking is and kindness, but with typically illogical, confused or firm reasoning. irrational; their emotional  Remove extra stimulation responses may be from the environment incongruent or inappropriate; (turn off the radio, step and their behavior may be outside of a noisy bizarre and disturbing. They classroom). may experience  Acknowledge your hallucinations, often auditory, concerns and state that you and may report hearing can see they need help. voices. While this student  Acknowledge their may elicit alarm or fear from feelings or fears without others, they are generally not supporting the dangerous and are more misperceptions, e.g., "I frightened and overwhelmed understand you think by you than you are by them. someone is following you, If you cannot make sense of but I don't see anyone and I their conversation, they may believe you're safe." be in trouble.  Acknowledge your difficulty in understanding them and ask for clarification or

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restatement.  Focus on the here and now. Ask for specific information about the student's awareness of time, place, and destination.  Speak to their coping side, which they have. It's OK to laugh and joke when appropriate.

— DON'T —

 Argue or try to convince them of the irrationality of their thinking as this commonly produces a 10.3 stronger defense of the false perceptions.  Play along, e.g., "Oh yeah, I hear the voices (or see the devil)." Encourage further discussion of the delusion processes.  Demand, command or order.  Expect customary emotional responses.

The Verbally Students may become DO — Aggressive Student verbally abusive when they encounter frustrating  Acknowledge the situations which they believe student's anger and are beyond their control. They frustration, e.g., "I hear can displace anger and how angry you are." frustration from those  Rephrase what the situations onto the nearest student is saying and target. Explosive outbursts or identify her/his emotion, ongoing belligerent, hostile e.g., "It appears you are behavior become this upset because you feel your student's way of gaining rights are being violated and power and control in an nobody will listen." otherwise out-of-control  Reduce stimulation; invite experience. It is important to the student to a quiet place remember that the student is if this is comfortable and generally not angry at you safe for you/others. personally, but is angry at  Allow student to tell you her/his world and you are the what is upsetting object of pent-up frustrations. her/him. This behavior is often  Be directive and firm associated with the use of about the behaviors you alcohol and other drugs. will accept, e.g., "Please stand back; you're too close," and/or "I cannot listen to you when you yell and scream at me that way."

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 Help the student problem-solve and deal with the issues when she/he becomes calm, e.g., "I'm sorry you are so upset; I'd like to help if I can."  Be honest and genuine; do not placate aggression.

Do not do this if you fear for your safety.

 Consider letting the University Proctor know about the student if they may be a risk to 10.3 others.  In all instances, ensure that a staff member is easily accessible to you in the event that the student behavior escalates.

— DON'T —

 Get into an argument or shouting match.  Become hostile or punitive yourself, e.g., "You can't talk to me that way!"  Press for explanations for their behavior.  Ignore the situation.  Touch the student, as this may be perceived as aggression or otherwise unwanted attention.

The Violent Violence because of emotional — DO — Student distress is rare and typically occurs when the student's  Prevent total frustration and level of frustration has been helplessness by quickly and so intense, or of such an calmly acknowledging the enduring nature as to erode intensity of the situation, all of the student's emotional e.g., "I can see you're really controls. The adage, "An upset and may be tempted ounce of prevention is worth a to lash out." pound of cure," best applies  Explain clearly and here. This behavior is often directly what behaviors associated with the use of are acceptable, e.g., "You alcohol and other drugs. certainly have the right to be angry, but breaking things is not OK”.

 Get necessary help (send

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a student for other staff

University Security, etc.).  Stay safe: have easy access to a door; keep furniture between you and the student. Keep door open if at all possible/appropriate. As with the verbally aggressive student, make certain that a staff or faculty person is nearby and accessible. In some instances, you may wish to see the student only with another person present.  Inform the University Proctor about your concern 10.3 about the student, as they may be a threat to others.  Do not see the person alone if you fear for your safety.

— DON'T —

 Ignore warning signs that the person is about to explode, e.g., yelling, screaming, clenched fists, threats.  Threaten or corner student.  Touch the student.

The Student Alcohol is the most widely — DO — Suspected of used psychoactive drug. Substance Alcohol abusers in college  Confront the student with Abuse/Addiction populations abuse other her/his behavior that is drugs, both prescription and of concern. illicit. Patterns of use are  Address the substance affected by fads and peer abuse issue if the student pressure. Currently, alcohol is is open and willing. the preferred drug on college  Offer support and concern campuses. The effects of for the student's overall alcohol on the user are well wellbeing. known to most of us. Student  Maintain contact with the alcohol abuse is most often student after a referral is identified by staff when made. irresponsible, unpredictable behavior affects the learning — DON'T — situation (i.e., drunk and disorderly in class), or when a  Convey judgment or combination of the health and criticism about the student's social impairments associated substance abuse. with alcohol abuse sabotages  Make allowances for the student performance. student's irresponsible Because of the denial that behavior.

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exists in most substance  Ignore signs of intoxication abusers, it is important to in the classroom express your concern about the student not in terms of suspicions about alcohol and other drugs but in terms of specific changes in behavior or performance.

The Suspicious Typically, these students — DO — Student complain about something other than their psychological  Express compassion difficulties. They are generally without intimate tense, anxious, mistrustful, friendship. Remember, isolated, and have few suspicious students have friends. They tend to interpret trouble with closeness and minor oversights as warmth. 10.3 significant personal rejection,  Be firm, steady, punctual, and often overreact to and consistent. insignificant occurrences.  Be specific and clear They see themselves as the regarding the standards focal point of everyone's of behavior you expect. behavior, and everything that happens has special meaning — DON'T — to them. They are overly concerned with fairness and  Assure the student that you being treated equally. are her/his friend. Feelings of worthlessness and (Acknowledge that you are a inadequacy underlie most of stranger, if appropriate, but their behavior, even though even strangers can be they seem capable and bright. concerned.)  Be overly warm and nurturing.  Flatter or participate in their games. You don't know their rules.  Be cute or humorous.  Challenge or agree with any mistaken or illogical beliefs.  Be ambiguous.

Urgent Referral In some situations, it may be — DO — imperative to request the student be seen as soon as possible. Call or have the student call Duty Counsellor criteria: Health and Counselling  Suicide or serious harm service. to self or other  Inform the receptionist  Recent rape or assault who you are. or harassment  Identify the need for an  Witness to traumatic urgent assessment event (indicate if it is urgent) and ask for urgent professional  Acute deterioration of assessment of how quickly existing mental health the student needs to be seen and appropriate action will

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condition be taken.

Where you consider a Mental Health Crisis Line student’s behaviour may be a 0800 800 717 (24/7 – will risk to other students or staff, call back one you give the notify the University Proctor, location) your Academic Head or Manager about this. When to Call  If you or another is in Unisafe 966 (internal line) or University Security immediate danger. 0800 373 7550 (external  When you believe that the line) student is about to harm her/himself. Police (1) 111 - emergency

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Appendix F

Student Critical Incident Response Plan

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10.3

Student Critical Incident Response Plan

UoA Student Critical Incident Response Plan, Nov 2011 1

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Table of Contents

Introduction 4

What is a Student Critical Incident? 4

Impact of Student Critical Incidents 4

The Need for a Student Critical Incident Response Plan (SCIRP) 5

The Student Critical Incident Response Team (SCIRT) 5

Role of Student Critical Incident Response Team 6 10.3

Student Critical Incident Response Team (SCIRT) ‐ Contact List 7

Faculty Student Critical Incident Response Team representatives ‐ Contact List 8

Death of a Student Information/Communication Flow Chart: Domestic 9 Information/Communication Flow Chart: International 10 Priority Checklists for Student Critical Incident Response Manager 11 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Serious Injury or Illness of a Student Information/Communication Flow Chart: Domestic 16 Information/Communication Flow Chart: International 17 Priority Checklists for Student Critical Incident Response Manager 18 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Assault of a Student Information/Communication Flow Chart: Domestic 23 Information/Communication Flow Chart: International 24 Priority Checklists for Student Critical Incident Response Manager 25 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

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Serious Mental Health Episode of a Student Serious Mental Health Episode of any UoA Student 30 Information/Communication Flow Chart: Domestic 31 Information/Communication Flow Chart: International 32 Priority Checklists for Student Critical Incident Response Manager 33 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Attempted Suicide of a Student Information/Communication Flow Chart: Domestic 37 Information/Communication Flow Chart: International 38 Priority Checklists for Student Critical Incident Response Manager 39 10.3 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Arrest of a Student Information/Communication Flow Chart: Domestic 43 Information/Communication Flow Chart: International 44 Priority Checklists for Student Critical Incident Response Manager 45 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Student Out of Touch or Missing Information/Communication Flow Chart: Domestic 48 Information/Communication Flow Chart: International 49 Priority Checklists for Student Critical Incident Response Manager 50 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Civil or Family Disaster in a Student’s Home Region Information/Communication Flow Chart: Domestic or International 53 Priority Checklists for Student Critical Incident Response Manager 54 Immediate Checklist (first 24 hours) Medium Term Checklist (1‐15 days) Long Term Checklist (15+ days)

Student Incident Offshore For any critical incident that involves a current student, who is offshore (domestic/international), please refer to: “The University of Auckland Travel Policy for University Student Activities Abroad”.

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Introduction This Student Critical Incident Response Plan provides a detailed frontline/operational protocol to be followed when responding to a critical or unexpected student situation. This plan is a guide only and allows for flexibility as each situation may be different. The document comprises separate flow charts for domestic and international students and includes detailed checklists for each type of emergency.

Domestic Students: This plan acknowledges the diversity of background, age and living arrangements of ‘domestic’ students: For example, from young New Zealanders living in their family homes to permanent residents and/or migrants without family members in New Zealand, or students in Halls of Residence or rental accommodation, or older students with family responsibilities. The ‘domestic’ flow charts reflect recommended actions appropriate to the most extreme of these circumstances. However, this plan advocates that responses are appropriately aligned with the student’s specific circumstances. Therefore, in responding to a domestic student emergency, it is necessary to consciously select those actions that are 10.3 appropriate and omit those that are not.

International Students: This plan honours the Code of Practice for the Pastoral Care of International Students and details essential additional requirements when responding to incidents affecting international students. These actions are reflected in the separate flow charts for ‘international’ students.

What is a Student Critical Incident? A student critical incident is an unplanned or unforeseen traumatic event affecting a student or students which has an impact upon The University of Auckland (UoA), its staff, its students and the wider community. UoA has a responsibility to be prepared for and to respond quickly, effectively and sensitively to any student critical incident.

The Student Critical Incident Response Plan details the following protocols: death of a student assault, serious injury, or illness of a student serious mental health episode or attempted suicide of a student arrest of a student student out of touch or missing civil or family disaster in a student’s home region

It is the case, however, that this list may not include incidents of an unforeseen nature. Its protocols, however, will still provide guidance in such an event.

Impact of Student Critical Incidents Student critical incidents may have a negative impact on a number of people, either through the immediate effects of being involved, by witnessing an event, or because the emotional impact of past experiences has resurfaced. Where there are negative effects there is a need to be aware not only of the “ripple effect” on people not directly affected, but also of the unpredictability of spread and impact of this effect. These can include: secondary victims, such as students, staff and family members; UoA as an institution, through negative media or public response; the wider community. ‘what if’ factor ‐ what could have happened when a potential trauma has been averted, can often, in itself, trigger significant levels of distress.

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The Need for a Student Critical Incident Response Plan (SCIRP) UoA has a duty of care to staff and students, and an obligation to protect its reputation by being prepared to deal quickly, effectively and sensitively with a student incident.

This set of protocols is designed to meet that duty of care by seeking to protect the welfare of staff and students both during and after a student incident. It provides guidance on measures to be taken and establishes the primary lines of responsibility and communication.

When students are involved, such incidents may cause strong emotional reactions in the respective wider communities at The University of Auckland, among staff, and among the family members of the affected students. It is important that those dealing with the situation are thinking clearly, acting efficiently, communicating responsibly, and working closely as a team. 10.3 Priorities will include: to save the life of anyone at risk inform those with the need and the right to know protect others from the effects of the event control publicity+ minimise any long term impact on the University restore normality as soon as possible, and prevent reoccurrences or resulting events, where possible.

+ Note: The use of modern technology means that it may be difficult to manage information and/or influence the release of information because it may already be in the public domain (e.g. use of text messaging and text pics at the site of an incident).

The Student Critical Incident Response Team (SCIRT) In the event of an emergency, a SCIRT may be established and tasked to provide any necessary support for people immediately affected by the incident and to plan for active monitoring and longer term care of those individuals. It is possible that a student critical incident may involve more than one protocol (for example, where one student experiences a psychotic episode and is arrested and subsequently hospitalised after assaulting another student). In any such situation, it is important to ensure that each student is adequately supported by a separate adviser, so there can be no suggestion of conflict of interest.

The following University staff, form the core of the SCIRT and need to be notified immediately of an emergency situation (see contact list). They will be involved in the day to day management of the incident: Director Campus Life Head Counsellor Director Uni Health Services Faculty representative Campus Operations Manager (Security) Health and Wellness Manager Associate Director ‐ International Student Services (when the situation involves an international student) Service Delivery Manager ‐ Accommodation Services (when the situation involves a resident)

* It won’t always be necessary for all members of the SCIRT to be notified or meet, as only a small subset of the team may be required (eg: if the incident does not involve an international student, or a student who lives in a Hall of Residence, then the International and Accommodation representative would not be required).

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University personnel to be kept informed/updated of the incident: Office of the Vice‐Chancellor Communications Manager Risk Office; Director Organisational Performance & CIO/Director Risk & Resilience

Other University personnel to be notified and involved, as required: Group Manager, Student Contact and Support Director Academic Services (Manager Student Records/Graduation) Privacy Officer Graduate Centre Faculty: Director of the students primary programme Student Services Manager/Student Centre Manager 10.3 Head of School/Department International Development Manager/Associate Dean International (when the situation involves an international student)

Note: In most instances, the SCIRT involvement may be limited to notification and updates only. Operational responsibility for the implementation of the following procedures will, in most instances, be delegated to, and managed by, the relevant staff member (eg: an incident involving an international student will be managed by the Associate Director ‐ International Student Services, with support from other relevant areas).

Role of the Student Critical Incident Response Team As soon as notification is made of a student critical incident: Verify that the student is a University of Auckland student Student Critical Incident Response Team (SCIRT) to meet Ensure a clear understanding of the known facts Select SCIRT member to lead and manage the response Plan and approve an immediate response Plan and approve ongoing strategies Student Critical Incident Response Manager (SCIRM) to be point of contact for feedback and questions SCIRM to maintain group communications SCIRM to maintain records and documentation SCIRM to allocate individual roles/responsibilities for ongoing tasks Deal with any other issues as they arise Ensure appropriate support for staff/students during a critical incident Address legal requirements (Executive Officer) Address media requirements (Communications Manager) Contribute towards keeping the usual business of the University running as smoothly as possible during the emergency

NB: Please note that the Student Critical Incident Response Plan is aimed at incidents that have generally already occurred (often off‐campus) and have affected an individual or small number of students. It is not necessarily designed to be used during a large scale emergency, when the University Crisis Management Team (UCMT) would respond and manage the situation.

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The Student Critical Incident Response Team (SCIRT) ‐ Contact List The following University staff will form the core of the SCIRT and need to be notified as soon as possible of an emergency situation. They will be involved in the day to day management of the incident.

Please note that in the case of immediate danger, the Police (ph: 111) or Unisafe (ext 966 ‐ internal phone) should always be contacted first

Department Role Name Ext Mobile Email Campus Life 1. Director Campus Life Brendan Mosely 85747 021 757 132 [email protected] 2. Services Development Manager Micheal Rengers 87384 021 581 652 [email protected] Counselling Services 1. Head Counsellor Lesley MacKay 87681 021 319155 [email protected] 2. Counsellor Kimberly Farmer 85150 021 679 318 [email protected] Health Services Director, Uni. Health Services Annette Lindsay 88487 021 499695 [email protected] Property Services 1. Campus Operations Manager Bryan Nicholson 87642 021 937961 [email protected] 10.3 (Security) 2. Unisafe Manager Rehan du Toit 89624 021 450 617 [email protected] Human Resources Health, Safety and Wellness Manager Ian O’Keefe 89645 021 937 741 [email protected] International Office Associate Director – International Student Rebecca Walkinton 86911 021 376 922 [email protected] Services Accommodation Services Service Delivery Manager Cameron Horlor 87685 021 632 676 [email protected]

Faculty ‐ Contact List The following staff have been nominated by Faculty to work as part of the Student Critical Incident Response Team, in the event of an incident with one of their students.

Faculty Role Name Ext Mobile Email Faculty of Arts 1. Arts Student’s Centre Manager Bernadette Carpenter 81304 027 4524897 [email protected] 2. Faculty Equity Manager Moana Oh 89114 021 1667673 [email protected] Faculty of Science 1. Faculty Manager Linda Thompson 87767 021 449 213 [email protected] 2. Departmental Manager (Sport & Exercise) Bruce Rattray 86874 021 988 352 [email protected] Business School 1. Associate Dean Academic Programme Sue Laurenson 87617 021 688 238 [email protected] 2. Director Finance and Administration Steve McLean 85955 021 2438005 [email protected] UoA Student Critical Incident Response Plan, Nov 2011 7

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Faculty of Engineering 1. Director of Undergraduate Martin Shepherd 88121 021 1543739 [email protected] 2. Faculty Manager Wendy Chambers 88124 021 811 257 [email protected] Faculty of Law 1. Student Adviser Hilary Smeeton 88180 027 2214904 [email protected] 2. Academic Support & Student Suranjika Tittawella 87939 021 2632202 [email protected] Adviser Faculty of Education 1. Associate Dean Students Ruth Williams 48739 027 2955154 [email protected] 2. Senior Lecturer (Teacher Sue Sutherland 48734 021 2622419 [email protected] Education Practice) NICAI 1. Associate Dean (Academic) Peter Shand 83423 021 734 949 [email protected] 2. School Manager ELAM Kim Ellis 87903 027 3297937 [email protected] Faculty of Medical and 1. Student Services Manager Kate Snow 86516 021 415 454 [email protected] Health Sciences 2. International Development Karen Dorrian 89377 021 711 401 [email protected] Manger 10.3 Centre for Continuing 1. Deputy Director Lynn Lander 87037 021 800 635 [email protected] Education 2. International Short Courses Ross Crosson 87038 021 955 859 [email protected] Programme Manager

Other Contacts (to be involved/notified as required) Risk Office Director Organisational Performance Stephen Whiteside 923 3993 021 774 234 [email protected] & CIO/Director Risk & Resilience Secretariat Privacy Officer Grant Wills 87746 [email protected] Communications & Communications Manager Gabriella Davila 82249 [email protected] Marketing Student & Information Group Manager, Student Contact Bronwyne Hawkins 82096 [email protected] Services Centre & Support Graduate Centre Manager Graduate Centre Gretchen Lutz‐Spalinger 88238 g.lutz‐[email protected] Academic Records Manager. Records, Enrolment & Fees Dianne Howard 82598 [email protected] Academic Services Manager, Scholarships & Graduation Margaret Allen 87539 [email protected]

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Death of UoA Domestic Student The death of a student, in sudden and unexpected circumstances, is traumatic for all those involved. It is important that the Student Critical Incident Response Manager and his/her Team act quickly to deal with potential issues and ensure that the stress on those involved is minimised.

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of notified status at UoA appropriate the death of a student

Verify Details: Police Notify University Ensure that the family has already been appropriately 10.3 Investigating Officer’s phone number? • VC’s office notified by the Police before making contact. (AKL Central Police Station ‐ ph 302 6400) • Faculty Representative • Communications Manager Establish the following as appropriate: • Academic Services • When, where, what happened, who was involved, how it Contact deceased’s family and friends, as happened? appropriate • Is there an investigation, has the body been identified? • Parents • Has the family been notified? What is the officio‐legal • Partner channel of communication? Is there a waiting period for • Flatmates/friends/classmates releasing information? • When will the body be released for death rites? To whom will it be released? Others to possibly contact (after family and only as relevant) • What are the procedures if the body is to be repatriated? • Scholarships Office

• On Campus Faculty/Lecturers • • Exact student status (postgrad/undergrad/scholarship) Chaplain • What s/he is studying • Where s/he is living • Next of kin details

After each incident SCIRT should meet to review the incident, if necessary, alterations UoA Student Critical Incident Response Plan, Nov 2011 9 can be made to the Student Critical Incident Response Plan.

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Death of UoA International Student The death of an international student, in sudden and unexpected circumstances, is traumatic for all those involved. It is important that the Student Critical Incident Response Manager and his/her Team act quickly to deal with potential issues and ensure that the stress on those involved is minimised.

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of notified at UoA appropriate the death of a student

Verify Details: Notify University Police • VC’s office 10.3 Investigating Officer’s phone number? • Faculty Representative (AKL Central Police Station ‐ ph 302 6400) • Communications Manager

• Director International Office Establish the following as appropriate: • Academic Services • When, where, what happened, who was involved, how it happened? • Is there an investigation, has the body been identified? • Has the family been notified? What is the officio‐legal channel of communication? Is there a waiting period for releasing information? Ensure that the family has already been • When will the body be released for death rites? To whom appropriately notified by the Police before Others to possibly contact (after family and only as relevant) making contact. will it be released? • Scholarships Office • Faculty/Lecturers • What are the procedures if the body is to be repatriated? • Chaplain On Campus Contact deceased’s family and friends, as • Embassy/Consulate • Exact student status appropriate • Sponsor/Exchange or Study Abroad partner (postgrad/undergrad/exchange/study abroad/scholarship) • Parents • Insurance • What s/he is studying • Spouse/Partner (in Auckland?) • Homestay family • • Where s/he is living • Flatmates/friends/classmates Immigration New Zealand • Next of kin details

After each incident SCIRT should meet to UoA Student Critical Incident Response Plan, Nov 2011 10 review the incident, if necessary, alterations can be made to the Student Critical Incident Response Plan.

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Death of a Student

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Death: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Communicate effectively and efficiently about the deceased student 10.3 Confirm who has died, their full name and identifying details, and the details surrounding the death, before notifying anyone. Do not give unnecessary details about how the student died unless they are asked for and the police have given you clearance to communicate this information. Determine if the death is due to a work activity or University led activity under the control of the University, if so, notify Health and Safety Manager. Are there any religious or cultural considerations? Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed. Deal with Police ‐ identify and get details of appropriate contact.

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Notifying the Family Establish whether the family has been notified. Dealing with friends/flatmates (ongoing) Decide on the appropriate way to notify students of the death, when this should occur and when the death should be formally announced. (Due to social media students are often the first to know). Gather affected students together with staff and counsellor (condolence book). Ensure the Student Critical Incident Response Team has the counsellors’ contact details. Identify which friends may be badly affected/at risk and need support. Refer any at risk students to counsellors. Contact counsellors and inform them of potentially at risk students. Give the students the contact numbers of the appropriate members of the 10.3 Student Critical Incident Response Team (Chaplains, counsellors, student advisers). Note: it may be appropriate for a counsellor to approach students, friends and/or staff as a group, in the hall of residence, a lecture theatre, a staff meeting or a flat. Media Do not speak to the media unless directed to do so by the Communications Manager. Public notification of death (case by case basis) Security of the deceased student’s room Ensure security of the deceased’s room and belongings if it is not part of a police investigation. If the deceased student is flatting privately, arrange with the landlord to have his/her room locked until someone appropriate can do an inventory.

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Medium Term Checklist (1‐15 days, as appropriate) Ensure that all information about the student is removed from the UoA web pages (including UoA Google name search). Note that this may also need to include protecting the anonymity of other students impacted by the death. Family Matters Establish what the family wants to do with the body (repatriate or funeral?) Liaise with the insurance company to facilitate and expedite approvals (international student). Ask if UoA can assist with funeral arrangements. Liaise with funeral director. If appropriate, organise a tapu lifting/religious ceremony for the site (eg: suicide). 10.3 If the family are coming to Auckland, arrange meet and pick up from the airport. Arrange accommodation for family. Maintain contact with and support for family and friends of the deceased. Keep parents informed. Respond appropriately to any cultural issues relating to the death of the student. If possible and appropriate, involve other members of the UoA community as cultural advisors. Establish whether it is appropriate to have a memorial service for the deceased ‐ within the University, hall of residence, a club, group of students. If so, assist with the organisation, record it, and send a copy to the parents. Communicate funeral/memorial details to classmates and staff, as they may wish to attend (liaise with family). Organise letter of condolence from the University, to the family.

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Attend to the deceased’s belongings Check with the family to make sure that it is acceptable to make an inventory of the deceased’s belongings. Some cultural practices require family members to do this. Arrange to have the deceased student’s accommodation unlocked. Make an inventory of the deceased’s belongings. Advisable to have more than one person present for verification. Homestay host or flatmates may wish to assist. This is to be done with as little disturbance to the belongings as possible. Leave the room in the state that it was found. Money should be counted, kept in a safe place, and returned to next of kin. Take note of bank account details (if there is more than $10,000 in the account, a court order is needed to move funds and close account). Take note of any vehicles owned by the deceased student. 10.3 Take note of any indications of community involvement. Take note of insurance details (international student). Academic Services Obtain a death certificate or coroner’s report for the Graduation Office to change the status of the deceased student’s file. Verify if any refund is due. Organise transfer of funds through Student Financials. Verify programme completion ‐ posthumous award, if applicable. Condolence letter to family from VC’s office Media Releases In consultation with the Communications Manager, decide on appropriate media releases, if necessary. Information Sharing Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed.

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Long Term Checklist (15+ days, as appropriate) Follow up on the most affected/at risk students and staff after things quieten down. Ensure that they still have the contact details of appropriate staff members. Do another UoA Google search to ensure that there are no inappropriate references to the student on UoA websites. If there is an inquest into the student’s death, it may occur or be prolonged considerably after the funeral. Some students may find the reliving of events very difficult and may experience the grief all over again. Ensure that there is help available for them. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. 10.3 If liability is an issue, ensure the University is prepared for legal proceedings. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

Verification Signature: Date:

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Serious Illness or Injury of UoA Domestic Student The Student Critical Incident Response Team does not usually need to become involved in cases of non‐serious illness or injury. It may need to become involved, however, when an illness or injury is serious, life threatening, or, in the case of illness, potentially contagious. Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of notified at UoA appropriate the serious illness/injury of a student

Confirm treatment and diagnosis

Establish the following as appropriate: 10.3 Contact student’s family and • What happened to the student, what friends, as appropriate illness/injury do they have, was anyone else Notify University • Parents involved? • VC’s office • Spouse/Partner • Could this be a notifiable disease? If yes, • Faculty Representative • Flatmates/friends/classmates reassess response and escalate if necessary. • Communications Manager • Is the student in hospital or has s/he been • Academic Services released? Where can s/he be contacted? • People who may have been • Has the family been notified? exposed to infected person • Does the student require ongoing care? Others to possibly contact (after family and only

On Campus as relevant) • Scholarships Office • Exact student status (postgrad/undergrad/scholarship) • Faculty/Lecturers • What s/he is studying • Chaplain • Where s/he is living • In the case of contagious illness, who has the student been in contact with?

After each incident SCIRT should meet to review the incident, if necessary, alterations can be made to the Student Critical Incident UoA Student Critical Incident Response Plan, Nov 2011 16 Response Plan.

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Serious Illness or Injury of UoA International Student The Student Critical Incident Response Team does not usually need to become involved in cases of non‐serious illness or injury. It may need to become involved, however, when an illness or injury is serious, life threatening, or, in the case of illness, potentially contagious. Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of the notified at UoA appropriate serious illness/injury of a student

Confirm treatment and diagnosis

Establish the following as appropriate: 10.3 • What happened to the student, what illness/injury do they have, Contact student’s family and friends, was anyone else involved? Notify University as appropriate • Could this be a notifiable disease? If yes, reassess response and • VC’s office • Parents escalate if necessary. • Faculty Representative • Spouse/Partner (in Auckland?) • Is the student in hospital or has s/he been released? Where can • Director International Office • Flatmates/friends/classmates s/he be contacted? • Communications Manager • Has the family been notified? Does a parent qualify for travel • Academic Services under insurance cover? • People who may have been • What insurance does the student have? Has the insurance exposed to infected person Others to possibly contact (after family and only as company been contacted? relevant) • Does the student require ongoing care? Does the student qualify • Faculty/Lecturers for evacuation under their insurance cover? • Chaplain

• Embassy/Consulate On Campus • Sponsor/Exchange or Study Abroad partner • Exact student status • (postgrad/undergrad/exchange/study abroad/scholarship) Insurance • • What s/he is studying Homestay family • Where s/he is living • In the case of contagious illness, who has the student been in contact with? After each incident SCIRT should meet to review the incident, if necessary, alterations UoA Student Critical Incident Response Plan, Nov 2011 17 can be made to the Student Critical Incident Response Plan.

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Serious Illness or Injury of a Student

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Communicate effectively and efficiently about the ill/injured student 10.3 Confirm the name and details of the ill/injured student and how the injury/illness occurred. Ensure that they are receiving medical treatment, what condition they are in, if and where they can be visited and what their prognosis is. In this way you can answer questions when you notify people. Avoid giving any unnecessary details about the student’s condition, unless it is asked by someone authorised to know. If the student is hospitalised, then establish if the treating doctor considers it medically necessary that a family member is with the student. If the doctor does consider this necessary then liaise with the family to ensure this happens. If student is hospitalised ensure that the release of information forms are signed by the student and that the hospital is informed of the student’s insurance company in order to obtain verification of coverage for treatment (international student). Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members.

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Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed. Notifying the family Establish whether the family has been notified Dealing with friends/flatmates (ongoing) Decide on the appropriate way to notify students of the illness/injury. (Due to social media students are often the first to know). Gather affected students together with staff, and counsellor if necessary. Ensure the Student Critical Incident Response Team has the counsellors’ contact details. Identify which friends may be at risk and need support. Inform 10.3 counsellors and chaplain as relevant. Refer any at risk students to counsellors. Contact counsellors and inform them of potentially at risk students. Give the students the contact numbers of the appropriate members of the Student Critical Incident Response Team (Chaplain, counsellors, student advisers). Media Do not speak to the media unless directed to do so by the Communications Manager. Contagious Disease Determine whether anyone else should be notified or hospitalised. Identify others who may have been exposed to the illness by contact with the student. Establish a procedure for those at risk to see a health professional and get checked. Notify those at risk and ensure that they follow this procedure at the earliest possible time and avoid situations where they may be exposed to others.

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Medium Term Checklist (1‐15 days, as appropriate) Ensure the comfort of the Ill/Injured student Ensure that the treating doctor is aware that the student’s insurance company must be informed if the doctor considers it medically necessary that a family member is flown to New Zealand to be with the student (international student). If the doctor does consider this necessary, then ensure that a claim form is sent to the insurance company with a letter, from the doctor, stating the necessity, as soon as possible. Maintain liaison with the insurance company and family to ensure that this happens (international student). Ensure that someone can deal with any urgent issues that the student may need to have attended to while they are incapacitated. Arrange to have any required belongings delivered to the student while in hospital. 10.3 Ensure that the rest of the student’s belongings are safe, if the student will be away from the Halls of Residence, flat or home for a prolonged period. Accommodation/Academic arrangements Contact lecturers/course co‐ordinators to make them aware of the situation. Make arrangements if any assessments are due. Ensure that the student has any belongings that they require from their accommodation and that the accommodation, if not in the family home, is secure while they are hospitalised. It may be necessary to move the student’s belongings out of their accommodation and arrange for their return to the family home, if the student is being repatriated. Otherwise ensure that the student is comfortable when returning to his/her accommodation. Submit aegrotat/test consideration forms, if necessary (doctor’s report will be required).

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Check with the student that bills will be paid, whether any library books or other material needs to be returned, and whether any assessments are due. Determine whether the student will remain in Auckland or return to their home to recover. If returning home, ensure that the student is comfortable and has someone taking care of them. Maintain regular contact until student has fully recovered. Determine whether the student will remain in New Zealand or return to their home country to recover (international student). Ensure that the student’s insurance will cover the situation (international students). Submit application for late deletion, if necessary (doctor’s report will be needed). 10.3 Family Matters Establish that the family is aware of the situation and has contact details for the student, if given permission by the student. Find out whether the family plans to visit the student. If the family is coming to Auckland, arrange for someone to meet them and organise accommodation, if necessary. Maintain contact with and support for family and friends of the ill/injured person. Keep parents informed. Media Releases In consultation with the Communications Manager, decide on appropriate media releases, if necessary.

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Long Term Checklist (15+ days, as appropriate) Follow up on the most affected/at risk students after things quieten down. Ensure that they still have the contact details of appropriate staff members. If the student is unable to resume his/her studies for some time, then the student may choose to return home as soon as s/he is considered medically fit to travel. Any scholarship may be suspended or terminated on the grounds of illness or incapacity. Keep parents informed of developments. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team 10.3 have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 22

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Assault of UoA Domestic Student An assault can be physical, verbal or even a threat or display of violence towards a victim. This can affect the victim physically, emotionally and/or psychologically. The assault may be of a sexual, violent or threatening nature. In such cases, a student may be concerned with maintaining anonymity. Such situations should be handled with sensitivity, especially if the student is not keen for family and friends to be notified. In the case of immediate danger ‐ call the Police (ph: 111) or Unisafe (ext 966 ‐ internal phone)

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of the notified at UoA appropriate assault of a student

10.3 Confirm details of the assault Establish the following as appropriate: • What happened to the student, who else was Contact student’s family and friends, as

involved? appropriate (only if expressly requested by • Is the student in hospital or has s/he been the student) released? Where can s/he be contacted? • Parents Notify University • Has the student seen a counsellor? • Spouse/Partner • VC’s office • Is/has the student receiving/ed medical • Flatmates/friends/classmates treatment? • Faculty Representative

• Has s/he been informed of the importance of a • Communications Manager medical examination? • Academic Services • Is the student’s current accommodation still appropriate/safe? Is it necessary to organise Others to possibly contact ‐ after family, if alternative accommodation? relevant (only if expressly requested by the student) On Campus • Faculty/Lecturers • Exact student status • Chaplain (postgrad/undergrad/scholarship) • Police • What s/he is studying • Where s/he is living After each incident SCIRT should meet to review the incident, if necessary, alterations UoA Student Critical Incident Response Plan, Nov 2011 23 can be made to the Student Critical Incident Response Plan.

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Assault of UoA International Student An assault can be physical, verbal or even a threat or display of violence towards a victim. This can affect the victim physically, emotionally and/or psychologically. The assault may be of a sexual, violent or threatening nature. In such cases, a student may be concerned with maintaining anonymity. Such situations should be handled with sensitivity, especially if the student is not keen for family and friends to be notified. In the case of immediate danger ‐ call the Police (ph: 111) or Unisafe (ext 966 ‐ internal phone)

Information/Communication Flow Chart

University becomes aware, Member of SCIRT Verify student status at SCIRT to meet Select SCIRT Manager Establish response as or is notified of the assault notified UoA appropriate of a student

Confirm details of the assault 10.3 Establish the following as appropriate: Contact student’s family and friends, as • What happened to the student, who else was appropriate (only if expressly requested by involved? the student) • Is the student in hospital or has s/he been Notify University • Parents • VC’s office released? Where can s/he be contacted? • Spouse/Partner (in Auckland?) • Has the student seen a counsellor? • Faculty Representative • Flatmates/friends/classmates • Is/has the student receiving/ed medical • Director International Office treatment? • Communications Manager • • Academic Services Has s/he been informed of the importance of a Others to possibly contact ‐ after family, if relevant medical examination? (only if expressly requested by the student) • Is the student’s current accommodation still • appropriate/safe? Is it necessary to organise Faculty/Lecturers alternative accommodation? • Chaplain • Police On Campus • Embassy/Consulate • • Exact student status (postgrad, undergrad, Sponsor/Exchange or Study Abroad partner • Insurance exchange, study abroad, scholarship) • What s/he is studying • Homestay family • Where s/he is living

After each incident SCIRT should meet to UoA Student Critical Incident Response Plan, Nov 2011 24 review the incident, if necessary, alterations can be made to the Student Critical Incident Response Plan.

244 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Assault of a Student

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Obtain Emergency Assistance for the Student 10.3 Confirm who the victim is, what happened to them, how it occurred, what condition they are in, and, whether they want to report the incident to the police. Ensure that the assault victim is provided with immediate, appropriate and ongoing support (advisers, counselling, family). Make an emergency appointment with a counsellor. Ensure that the victim feels entirely safe in their current accommodation situation. If not, then ensure that an alternative, safe accommodation situation is provided. Only answer questions about the student’s situation, if asked by people authorised to know. If the assault is a rape, then collaborate with the appropriate counsellor to ensure that the student is aware of the importance of a medical examination, and raise the issue of whether or not they will press charges. Ensure that the student is appropriately supported during and after the examination process.

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Remember that the student is probably traumatised and may be reluctant to report the incident immediately. Ensure that they do what is necessary for their own wellbeing, and also for what may be required for an investigation. If the student does want to report the incident to the police, then ensure that they are able to do so and provide support if they require it. Ensure that you provide appropriate support for any language or cultural difficulties that may inhibit the victim from obtaining needed assistance with the related criminal investigation. If the student does not wish to report the incident, then be mindful and considerate of the student’s wishes. Ensure that they are aware of all their options. Do not make any attempt to persuade or force them to report the incident to the police of their family if they are reluctant or unwilling to do so. Ensure that they know that they will continue to be 10.3 supported, whatever decision they make. If the student is hospitalised, then ensure that an adviser is available to support the student and help them apprise the treating doctor of the circumstances. Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed. Notify the Family Establish whether the student wants their family to be notified. The student may want to speak to family members themselves.

UoA Student Critical Incident Response Plan, Nov 2011 26

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Medium Term Checklist (1‐15 days, as appropriate) Ensure the comfort of the student Ensure that someone can deal with any urgent issues that the student may need to have attended to, if they are incapacitated. If student is hospitalised ensure that the release of information forms are signed by the student and that the hospital is informed of the student’s insurance company in order to obtain verification of coverage for treatment (international student). Arrange to have any required belongings delivered to the student, if hospitalised. If the student is hospitalised, then establish if the treating doctor considers it medically necessary that a family member is with the student. If the doctor does consider this necessary then liaise with the family to ensure this happens. 10.3 Ensure that the treating doctor is aware that the student’s insurance company must be informed if the doctor considers it medically necessary that a family member is flown to New Zealand to be with the student (international student). If the doctor does consider this necessary, then ensure that a claim form is sent to the insurance company with a letter, from the doctor, stating the necessity, as soon as possible. Maintain liaison with the insurance company and family to ensure that this happens (international student). Encourage the student to see a counsellor. Explain that a counsellor’s letter will support any application for special consideration/aegrotat. Advocate on behalf of the student, if necessary, and provide them with support during police investigations or possible court cases. Determine whether the student will remain in Auckland or return to their home region. Determine if student’s insurance will cover the return to their home country (international student). If returning home, ensure the student is comfortable and has someone taking care of them. Maintain regular contact until student has fully recovered. UoA Student Critical Incident Response Plan, Nov 2011 27

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Accommodation/Academic arrangements Ensure that the rest of the student’s belongings are safe if the student will be away from the Halls of Residence, flat or home, for a prolonged period. Check with student that bills will be paid, whether any library books or other material needs to be returned, whether any assessments are due. Contact lecturers/course co‐ordinators to make them aware of the situation. Make arrangements if any assessments are due. Submit aegrotat/test consideration forms, if necessary (doctor’s report will be required). Family Matters With the student’s consent, establish that the family is aware of the situation and has contact details for the student. With the student’s consent, keep the parents informed. 10.3 Find out whether the family wishes to visit the student. If the family is coming from outside Auckland, arrange for someone to meet them and organise accommodation, if needed (international student). Maintain contact with and support for the family and friends of the student. Dealing with friends/flatmates (ongoing) The student may choose to inform flatmates and friends in their own time, or not at all. It is important to be respectful of their wishes, and provide them with support if they require it. Identify which friends may be at risk and need support, inform counsellors and chaplain as relevant. Decide on the appropriate way to notify students of the situation, if permitted. (Due to social media students are often the first to know). Gather affected students together with staff, and counsellor if necessary.

UoA Student Critical Incident Response Plan, Nov 2011 28

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Media Ensure that the media is dealt with minimum fuss In the event that the media are already involved, it is important to ensure that the student and their privacy are fully protected. From the point at which UoA is notified the Communications Manager will deal with the media. In consultation with the Communications Manager, decide on appropriate media releases, if necessary.

Long Term Checklist (15+ days, as appropriate) Ensure that the student still has the contact details of appropriate staff members, and that someone is providing ongoing counselling, if required. If the student is unable to resume his/her studies for some time, then 10.3 ensure that necessary arrangements are made (late deletion application etc). Keep parents informed of developments, if necessary. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 29

249 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Serious Mental Health Episode of any UoA Student

Introduction This critical incident can involve scenarios ranging from voluntary hospital admission, right through to involuntary committal under the Mental Health Act after incidents endangering or injuring themselves or others, sometimes involving arrest.

With this range of possibilities in mind, the following information is offered as guiding principles, rather than a set of precise instructions.

Whatever the circumstances, a student in this situation may not want their identity revealed, either to friends, staff or the media. For this reason, incidents involving psychiatric hospitalisation should be dealt with as discreetly as possible, and with a minimum number of people involved.

Pre‐hospitalisation UoA staff and community members often become involved in a serious mental health episode prior to it becoming apparent that the student may need to be hospitalised. This period, in which the student is in an unstable and unpredictable state, is a time of highest risk. 10.3

It is essential that it is managed as effectively and as rapidly as possible to minimise risk and distress on the part of the student. In the event that the hospitalisation is voluntary, the process is much more straightforward.

If the student does not wish to be hospitalised, the Mental Health (Compulsory Assessment and Treatment) Act 1992, defines the circumstances in which a person may be required to undergo compulsory psychiatric assessment and treatment. Under this Act, anyone can apply in writing to the Director of Area Mental Health Services to request that someone they believe to be experiencing ‘a mental disorder’ be psychiatrically assessed.

The Act defines ‘a mental disorder’ as an ‘abnormal state of mind of such a degree that it poses a serious danger to the health and safety of the person or of others, or seriously diminishes the capacity of the person to take care of himself or herself.’ The application must state the applicants relationship with the person in question, and be supported in writing by a medical practitioner. In the event that it becomes necessary for a member of the UoA community to either make such an application, or to be involved in any way in such an application, it is essential that each stage of the process is managed with maximum sensitivity, that the privacy and dignity of the student is a paramount concern, and that they are adequately supported by an appropriate person through every stage of the process.

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Serious Mental Health Episode of UoA Domestic Student

Information/Communication Flow Chart

University becomes aware, or Member of SCIRT Verify student status at SCIRT to meet Select SCIRT Manager Establish response as is notified of the serious notified UoA appropriate mental health episode of a student

Confirm Treatment and Diagnosis Establish the following as appropriate: • What happened to the student; is he/she receiving adequate Contact student’s family and friends (only at support? the request of the student, or if necessary, 10.3 • Was anyone else (friends, fellow students, flatmates, staff) and as relevant and appropriate) involved? Are they receiving adequate support? • Parents • Has the student been assessed and hospitalised? • Spouse/Partner Yes No Notify University, as appropriate • Flatmates/friends/classmates • VC’s office • Faculty Representative If assessed and not yet Ensure that student is supported • Communications Manager hospitalised, is s/he receiving through process of assessment and • Academic Services Others to contact (only at the request of the adequate supervision prior to hospitalisation (either through A&E hospitalisation? student, or if necessary, and as relevant and or Psychiatric Emergency Services). appropriate)

• Can the student be contacted? • Faculty/Lecturers

• Does the student wish the family to be notified? If not, has the • Chaplain hospital deemed it necessary to notify the family, and have they • Police done so? • Will the student require ongoing care? On campus, establish: • Exact student status (postgrad/undergrad/scholarship) • What s/he is studying After each incident SCIRT should meet to • Where s/he is living review the incident, if necessary, alterations can be made to the Student Critical Incident Response Plan. UoA Student Critical Incident Response Plan, Nov 2011 31

251 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Serious Mental Health Episode of UoA International Student

Information/Communication Flow Chart

University becomes aware, or is Member of SCIRT notified Verify student status at SCIRT to meet Select SCIRT Manager Establish response as notified of the serious mental UoA appropriate health episode of a student

If assessed and not yet Ensure that student is supported hospitalised, is s/he receiving through process of assessment and Others to contact (only at the request of the student, or adequate supervision prior to hospitalisation (either through A&E hospitalisation? or Psychiatric Emergency Services). if necessary, and as relevant and appropriate) • Faculty/Lecturers • Can the student be contacted? • Chaplain • Does the student wish the family to be notified? If not, has • Police the hospital deemed it necessary to notify the family, and • Embassy/Consulate have they done so? • Sponsor/Exchange or Study Abroad partner • Will the student require ongoing care? • Insurance On campus, establish: • Homestay family • Exact student status (postgrad, undergrad, exchange, study abroad, scholarship) • What s/he is studying • Where s/he is living After each incident SCIRT should meet to UoA Student Critical Incident Response Plan, Nov 2011 32 review the incident, if necessary, alterations can be made to the Student Critical Incident Response Plan.

252 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Serious Mental Health Episode of a Student

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Ensure that the student is safe and has psychiatric support 10.3 Confirm who the victim is, what happened to them, how it occurred, what condition they are in, and, whether any incident has occurred that has involved the police. Only answer questions about the student’s situation, if asked by people authorised to know. If hospitalisation is due to an incident in which the student has harmed, or is likely to harm themselves or others, ensure that someone calls medical/psychiatric support, and remains with the student until that support arrives. Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed.

UoA Student Critical Incident Response Plan, Nov 2011 33

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Notify the Family Establish whether the student wants their family to be notified and whether the doctors feel that this is necessary or appropriate. The student may want to speak to family members themselves. If the doctors deem it necessary to notify the family against the student’s will, then ensure that they do this themselves and that they pass on the contact details of the UoA advisers involved.

Medium Term Checklist (1‐15 days, as appropriate) Ensure the comfort of the student Liaise with psychiatric staff, organise to visit student, if permitted. Notify the student’s insurer and tell the hospital who the insurer is 10.3 (international student). Ensure that someone can deal with any urgent issues that the student may need to have attended to. Arrange to have any required belongings delivered to the student, if permitted. Establish if the treating doctor considers it medically necessary that a family member is permitted to visit the student. If the doctor does consider this necessary then liaise with the family to ensure this happens. Ensure that the treating doctor is aware that the student’s insurance company must be informed if the doctor considers it medically necessary that a family member is flown to New Zealand to be with the student (international student). If the doctor does consider this necessary, then ensure that a claim form is sent to the insurance company with a letter, from the doctor, stating the necessity, as soon as possible. Maintain liaison with the insurance company and family to ensure that this happens (international student). Advocate on behalf of the student, if necessary, and provide them with support during police investigations or possible court cases.

UoA Student Critical Incident Response Plan, Nov 2011 34

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Once released, determine whether the student will remain in Auckland or return to their home region. Determine if student’s insurance will cover the return to their home country (international student). If returning home, ensure the student is comfortable and has someone taking care of them. If travelling they may need to be accompanied by a medical professional (international student). Accommodation/Academic arrangements Ensure that the rest of the student’s belongings are safe if the student will be away from the Halls of Residence, flat or home, for a prolonged period. Check with student that bills will be paid, whether any library books or other material needs to be returned, whether any assessments are due. Contact lecturers/course co‐ordinators to make them aware of the 10.3 situation. Make arrangements if any assessments are due. Submit aegrotat/test consideration forms, if necessary (doctor’s report will be required). Family Matters If parents and immediate family have been informed, then continue to liaise with them during developments. Find out whether the family wishes to visit the student. If the family is coming from outside Auckland, arrange for someone to meet them and organise accommodation, if needed (international student). Dealing with friends/flatmates (ongoing) The student may choose to inform flatmates and friends in their own time, or not at all. It is important to be respectful of their wishes, and provide them with support if they require it. Identify which friends may be at risk and need support, inform counsellors and chaplain as relevant. Decide on the appropriate way to notify students of the situation, if permitted. (Due to social media students are often the first to know). Gather affected students together with staff, and counsellor if necessary.

UoA Student Critical Incident Response Plan, Nov 2011 35

255 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Media Ensure that the media is not involved In the event that the media are already involved, it is important to ensure that the student and their privacy are fully protected. From the point at which UoA is notified the Communications Manager will deal with the media.

Long Term Checklist (15+ days, as appropriate) If the student is unable to resume his/her studies for some time, then ensure that necessary arrangements are made (late deletion application etc). Keep parents informed of developments, if necessary. 10.3 Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 36

256 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Attempted Suicide of UoA Domestic Student

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified notified at UoA appropriate of the attempted suicide of a student

Verify Details: Establish the following as appropriate: Contact student’s family and friends (only at 10.3 the request of the student, or if necessary, • When, where, what happened? Notify University, as appropriate and as relevant and appropriate) • Were the Police involved? • VC’s office • Parents • Is the student in hospital? Where can s/he • Faculty Representative be contacted? • Spouse/Partner (in Auckland?) • Communications Manager • Has the family been notified? • Flatmates/friends/classmates • Academic Services • Does the student wish the family to be notified? If not, has it been deemed necessary to do so? • What ongoing care does the student require? Others to contact (only at the request of the student, or • Was anyone else (friends, fellow students, if necessary, and as relevant and appropriate)

flatmates, staff) impacted? Are they • Faculty/Lecturers receiving adequate support? • Chaplain • Police On Campus • Exact student status (postgrad/undergrad) • What s/he is studying • Where s/he is living • Next of kin details After each incident SCIRT should meet to review the incident, if necessary, alterations can be made to the Student Critical Incident UoA Student Critical Incident Response Plan, Nov 2011 37 Response Plan.

257 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Attempted Suicide of UoA International Student

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status at SCIRT to meet Select SCIRT Manager Establish response as

aware, or is notified of notified UoA appropriate the attempted suicide of a student

Verify Details: Contact student’s family and friends (only at the Establish the following as appropriate: • When, where, what happened? request of the student, or if necessary, and as 10.3 Notify University, as appropriate • Were the Police involved? relevant and appropriate) • VC’s office • Is the student in hospital? Where can • Parents • Faculty Representative s/he be contacted? • Spouse/Partner (in Auckland?) • Director International Office • Has the family been notified? • Flatmates/friends/classmates • Communications Manager • Does the student wish the family to

be notified? If not, has it been • Academic Services deemed necessary to do so? • What ongoing care does the student Others to contact (only at the request of the student, require? or if necessary, and as relevant and appropriate) • Was anyone else (friends, fellow students, flatmates, staff) impacted? • Faculty/Lecturers Are they receiving adequate support? • Chaplain • Police • Embassy/Consulate On Campus • • Sponsor/Exchange or Study Abroad partner Exact student status (postgrad, undergrad, exchange, study abroad, • Insurance scholarship) • Homestay family • What s/he is studying • Where s/he is living • Next of kin details After each incident SCIRT should meet to UoA Student Critical Incident Response Plan, Nov 2011 38 review the incident, if necessary, alterations can be made to the Student Critical Incident Response Plan.

258 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Attempted Suicide of a Student

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Ensure that the student is safe and has medical/psychiatric support Confirm the student’s identity, what happened to them, how it occurred, 10.3 what condition they are in. Where have they been taken? Have the police been involved in the incident? Only answer questions about the student’s situation, if asked by people authorised to know. Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed. Notify the Family Establish whether the student wants their family to be notified and whether the doctors feel that this is necessary or appropriate. The student may want to speak to family members themselves. If the doctors deem it necessary to notify the family against the student’s will, then ensure that they do this themselves and that they pass on the contact details of the UoA advisers involved.

UoA Student Critical Incident Response Plan, Nov 2011 39

259 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING

Medium Term Checklist (1‐15 days, as appropriate) Ensure the comfort of the student Liaise with psychiatric/hospital staff, organise to visit student, if appropriate. Notify the student’s insurer and tell the hospital who the insurer is (international student) ‐ limited cover for attempted suicide. Ensure that the treating doctor is aware that the student’s insurance company must be informed if the doctor considers it medically necessary that a family member is flown to New Zealand to be with the student (international student) ‐ limited cover for attempted suicide. If the doctor does consider this necessary, then ensure that a claim form is sent to the insurance company with a letter, from the doctor, stating the necessity, as soon as possible. Maintain liaison with the insurance company and family to ensure that this happens (international student). 10.3 Ensure that someone can deal with any urgent issues that the student may need to have attended to. Arrange to have any required belongings delivered to the student. Determine whether the student wishes to continue their studies, remain in Auckland, or return to their home region. Explain late deletion option if the student wishes to cease their studies. Liaise with department for academic support, if the student wishes to continue studies. Determine if student’s insurance will cover the return to their home country (international student) ‐ limited cover for attempted suicide. If returning home, ensure the student is comfortable and has someone taking care of them.

UoA Student Critical Incident Response Plan, Nov 2011 40

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Accommodation/Academic arrangements Ensure that the rest of the student’s belongings are safe if the student will be away from the Halls of Residence, flat or home, for a prolonged period. Check with student that bills will be paid, whether any library books or other material needs to be returned, whether any assessments are due. Contact lecturers/course co‐ordinators to make them aware of the situation, if appropriate. Make arrangements if any assessments are due. Submit aegrotat/test consideration forms, if necessary (doctor’s report will be required). Family Matters If parents and immediate family have been informed, then continue to liaise with them. Find out whether the family wishes to visit the student. If the family is 10.3 coming from outside Auckland, arrange for someone to meet them and organise accommodation, if needed (international student). Dealing with friends/flatmates (ongoing) The student may choose to inform flatmates and friends in their own time, or not at all. It is important to be respectful of their wishes, and provide them with support if they require it. Identify which friends may be at risk and need support, inform counsellors and chaplain as relevant. Decide on the appropriate way to notify students of the situation, if permitted. (Due to social media students are often the first to know). Gather affected students together with staff, and counsellor if necessary. Media Ensure that the media is not involved In the event that the media are already involved, it is important to ensure that the student and their privacy are fully protected. From the point at which UoA is notified the Communications Manager will deal with the media.

UoA Student Critical Incident Response Plan, Nov 2011 41

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Long Term Checklist (15+ days, as appropriate) If the student is unable to resume his/her studies for some time, then ensure that necessary arrangements are made (late deletion application etc). Keep parents informed of developments, if necessary. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance. 10.3

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 42

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Arrest of UoA Domestic Student

The University plays only a limited role when a UoA student is accused of having committed a crime and/or is facing charges. The University is responsible for providing basic pastoral support to the student, if required, throughout the judicial process. The University is not responsible for recommending, finding, or retaining legal counsel for students.

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status at SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of notified UoA appropriate the arrest of a student

10.3 Confirm details of the arrest Contact student’s family and friends (only if Establish the following as appropriate: Student appropriate and expressly requested by the • When, where, what happened; who was involved? Notify University, as appropriate student) • Does the student wish to receive ongoing support? • VC’s office • Parents • Can s/he be contacted/visited? • Faculty Representative • Spouse/Partner • Communications Manager • Flatmates/friends/classmates • Has the student secured appropriate legal counsel? • Academic Services Police • Contact the police Others to possibly contact ‐ after family, if • What are the charges? relevant (only if expressly requested by the • Where is the student being held? student)

On Campus • Faculty/Lecturers • Exact student status • Chaplain (postgrad/undergrad/scholarship) • Police • What s/he is studying • Where s/he is living

After each incident SCIRT should meet to review the incident, if necessary, alterations UoA Student Critical Incident Response Plan, Nov 2011 43 can be made to the Student Critical Incident Response Plan.

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Arrest of UoA International Student

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status at SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of notified UoA appropriate the arrest of a student

Confirm details of the arrest Contact student’s family and friends (only if 10.3

appropriate and if expressly requested by Establish the following as appropriate: Student Notify University, as appropriate the student) • When, where, what happened; who was involved? • VC’s office • Parents • Does the student wish to receive ongoing support? • Faculty Representative • Spouse/Partner (in Auckland?) • Can s/he be contacted/visited? • Director International Office • Flatmates/friends/classmates • Has the student secured appropriate legal • Communications Manager counsel? • Academic Services Others to possibly contact ‐ after family, if

Police relevant (only if expressly requested by the • Contact the police student) • What are the charges? • Faculty/Lecturers • Where is the student being held? • Chaplain

• Police On Campus • Embassy/Consulate • Exact student status • Sponsor/Exchange or Study Abroad partner (postgrad/undergrad/exchange/study • Homestay family abroad/scholarship) • What s/he is studying • Where s/he is living

After each incident SCIRT should meet to review the incident, if necessary, alterations UoA Student Critical Incident Response Plan, Nov 2011 44 can be made to the Student Critical Incident Response Plan.

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Arrest of a Student

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Communicate effectively and efficiently about the arrested student 10.3 Confirm who the student is, what happened, what the charges are and if anyone else was involved. Ensure that the student has support, if required. Only answer questions about the student’s situation, if asked by people authorised to know. Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed. Notify the Family Establish whether the student wants their family to be notified. The student may want to speak to family members themselves.

UoA Student Critical Incident Response Plan, Nov 2011 45

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Medium Term Checklist (1‐15 days, as appropriate) Ensure the comfort of the student Ensure that the student has access to legal counsel. Ensure that someone can deal with any urgent issues that the student may need to have attended to. Provide the student with support during police investigations or possible court cases. Accommodation/Academic arrangements Ensure that the student’s belongings are safe if the student will be away from the Halls of Residence, flat or home, for a prolonged period. Check with student that bills will be paid, whether any library books or other material needs to be returned, whether any assessments are due. Contact lecturers/course co‐ordinators to make them aware of the situation. Make arrangements if any assessments are due. 10.3 Submit aegrotat/test consideration forms, if necessary. Family Matters With the student’s consent, establish that the family is aware of the situation and kept informed. Find out whether the family wishes to visit the student. If the family is coming from outside Auckland, arrange for someone to meet them and organise accommodation, if needed (international student). Maintain contact with and support for the family and friends of the student. Dealing with friends/flatmates (ongoing) The student may choose to inform flatmates and friends in their own time, or not at all. Identify which friends may be at risk and need support, inform counsellors and chaplain as relevant. Decide on the appropriate way to notify students of the situation, if permitted. (Due to social media students are often the first to know). Gather affected students together with staff, and counsellor if necessary.

UoA Student Critical Incident Response Plan, Nov 2011 46

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Media Ensure that the media is dealt with minimum fuss. In consultation with the Communications Manager, decide on appropriate media releases, if necessary.

Long Term Checklist (15+ days, as appropriate) Ensure that the student still has the contact details of appropriate staff members, and that someone is providing ongoing counselling, if required. If the student is unable to resume his/her studies for some time, then ensure that necessary arrangements are made (late deletion application etc). 10.3 Keep parents informed of developments, if necessary. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 47

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UoA Domestic Student Out of Touch or Missing It may come to the attention of a staff member that a student has not been attending class or has been out of touch with their family. A staff member could make an initial inquiry (phone/text/email) to the student and if they receive no response or additional worrying information comes to light they may then choose to escalate their concerns to the Student Critical Incident Response Team.

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status SCIRT to meet Select SCIRT Establish response as aware, or is notified of a notified at UoA Manager appropriate missing student

Attempt to find/contact the student

Verify Details: • Phone home and mobile numbers, if available 10.3 Establish the following as appropriate: • Email University and personal email addresses Notify University • Is the student currently enrolled, fees • Contact Counselling/Health Centre – has the • VC’s office paid? student been a client? • Faculty Representative • What s/he is studying • Contact faculty – request information on last • Communications Manager • Exact student status attendance (labs, assessment submission etc) • Academic Services (postgrad/undergrad/scholarship) • What is their academic record like? • Has the student been attending classes? Contact made? • Check contact details in CS9 • Where s/he is living • Next of kin details Yes No • When was the student last seen or been in contact with anyone?

Discuss any issues with the Speak to flatmates, student – why have they been neighbours, family, friends, Contact police out of contact? Have they been next of kin, or visit home attending classes, submitting address, if applicable. assessments? If not, why not?

After each incident SCIRT should meet to Suggest counselling or academic support, if required review the incident, if necessary, alterations UoA Student Critical Incident Response Plan, Nov 2011 48 can be made to the Student Critical Incident Response Plan.

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UoA International Student Out of Touch or Missing It may come to the attention of a staff member that a student has not been attending class or has been out of touch with their family. A staff member could make an initial inquiry (phone/text/email) to the student and if they receive no response or additional worrying information comes to light they may then choose to escalate their concerns to the Student Critical Incident Response Team.

Information/Communication Flow Chart

University becomes Member of SCIRT notified Verify student status at SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of a UoA appropriate missing student

Attempt to find/contact the student • Phone home and mobile numbers, if available 10.3 Verify Details: • Email University and personal email addresses Notify University Establish the following as appropriate: • Contact Immigration – is the student still in NZ? • Is the student currently enrolled, fees • VC’s office • Contact Counselling/Health Centre – has the paid? student been a client? • Faculty Representative • What s/he is studying • Contact faculty – request information on last • Director International Office • Exact student status attendance (labs, assessment submission etc) • Communications Manager (postgrad/undergrad/scholarship/study • Academic Services abroad/exchange) • Yes Contact made? No What is their academic record like? • Has the student been attending classes? • Check contact details in CS9 • Where s/he is living Discuss any issues with the Visit home address • Next of kin details student – why have they • When was the student last seen or been been out of contact? Have Speak to flatmates, neighbours, family, friends, next of kin in contact with anyone? they been attending classes, submitting assessments? If not, why not? Contact: Suggest counselling or • Scholarship agency After each incident SCIRT should meet to academic support, if required • Study Abroad partner review the incident, if necessary, alterations • Exchange partner can be made to the Student Critical Incident

• Embassy/Consulate Response Plan. UoA Student Critical Incident Response Plan, Nov 2011 • Police 49

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Student Out of Touch or Missing

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Attempt to contact and gather information about the missing student 10.3 Confirm who the student is. Are they enrolled, have they paid their fees? Attempt to contact the student using details in CS9 ‐ mobile number or home number, University or personal email address. Contact the student’s faculty. Are they able to give any information on the student’s last attendance (labs, tutorials)? Has the student submitted any assessments? If so, when? How has the student been doing with their academic results? Contact Counselling and the Health Centre. Has the student been a client, recently or in the past? Check with Immigration NZ to see if the student is still in the country (international student).

UoA Student Critical Incident Response Plan, Nov 2011 50

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Medium Term Checklist (1‐15 days, as appropriate) If the student has been contacted Discuss any issues with the student. Why have they been out of contact? Have they been attending classes, submitting assessments? If not, why not? Suggest counselling or academic support, if required. If it has not been possible to contact the student Visit the student’s home address. Speak to flatmates, neighbours, family, friends or next of kin to try and ascertain the whereabouts of the student. Still no contact ‐ establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will 10.3 come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed. Escalate incident Contact the police for possible information. Contact hospitals to check patient lists. Contact scholarship agency, Embassy/Consulate, study abroad or exchange partners (international student). Submit a missing person’s report to the Police. Dealing with friends/family (ongoing) Identify which friends may need support, inform counsellors and chaplain as relevant. Keep the family updated Media In consultation with the Communications Manager, decide on appropriate media releases, if necessary.

UoA Student Critical Incident Response Plan, Nov 2011 51

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Long Term Checklist (15+ days, as appropriate) Follow up with the police. Keep parents informed of developments. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

10.3

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 52

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Civil or Family Disaster in Student’s Home Region (Domestic or International) A disaster or unforeseen event, in a student’s home region, can adversely affect people and property. Some such events (earthquakes, tsunami, hurricanes, floods and civil unrest) can have a disastrous effect in a country. An emergency could be the result of an event that has affected the home/family of one student or affected the safety of an entire region or country. In such cases, the student is away from the actual disaster and may assume the worst for his or her family. It is the role of the Student Critical Incident Response Team to assist and offer full support to the students during such a traumatic time.

Information/Communication Flow Chart

University becomes Member of SCIRT Verify student status at SCIRT to meet Select SCIRT Manager Establish response as aware, or is notified of a notified UoA appropriate natural or civil disaster

10.3

Confirm details Notify University

• VC’s office Others to possibly contact Establish the following: • Faculty Representative • Insurance (if international) • Obtain facts and create a clear • Communications Manager • Friends/classmates understanding of the situation as it stands. • Academic Services • Faculty • Are UoA students likely to be impacted? • Director International Office • Chaplain • Will the situation impact single/multiple (if international student involved) students?

After each incident SCIRT should meet to review the incident, if necessary, alterations can be made to the Student Critical Incident Response Plan.

UoA Student Critical Incident Response Plan, Nov 2011 53

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Civil or Family Disaster in Student’s Home Region (Domestic or International)

Checklist for Student Critical Incident Response Manager

Student Details: Title: First Names: Surname: Student ID: Date of Incident: Programme:

Immediate Checklist (within 24 hours, as appropriate) Requirement Date Notes Communicate effectively and efficiently about the Disaster Obtain facts and create a clear understanding of the disaster. 10.3 Identify the students impacted by the disaster. Establish a Student Critical Incident Response Team Confirm membership and availability of Student Critical Incident Response members. Meet with the whole team, within 24 hours, to explain their roles and responsibilities. Thereafter, it is not necessary for the whole team to meet (members will come to meetings as required). Student Critical Incident Response Manager (SCIRM) to report regularly to relevant UoA personnel to keep them informed.

Medium Term Checklist (1‐15 days, as appropriate) Provide support for the affected students Contact/gather students together, offer counselling, if needed. General message of condolence onto the website, if appropriate. Organise public service with the Chaplain, if appropriate. Inform relevant faculties if student’s work is likely to be affected (compassionate consideration for upcoming tests or assignments). Do any of the students wish to return to their home region?

UoA Student Critical Incident Response Plan, Nov 2011 54

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Liaise with insurance company to verify cover if the student wishes to return home (international student). Submit application for late deletion, if necessary. Ensure the Student Critical Incident Response Team has the counsellors’ contact details. Refer any at risk UoA students to counsellors. Contact counsellors and inform them of potentially at risk UoA students. Give the UoA students the contact numbers of the appropriate members of the Student Critical Incident Response Team (Chaplain, counsellors, student advisers).

Long Term Checklist (15+ days, as appropriate) 10.3 Follow up on the most affected/at risk students, after things quieten down. Ensure that they still have the contact details of appropriate staff members. Establish a time to review the incident. If necessary, alterations can be made to the Student Critical Incident Response Plan. Ensure that the amendments are distributed appropriately. Write a report on the review and file it with records kept. Ensure that the members of the Student Critical Incident Response Team have support if necessary. This is a stressful time and they may have been working long hours. Ensure that the necessary thanks and acknowledgements go to people who have helped and offered assistance.

Verification Signature: Date:

UoA Student Critical Incident Response Plan, Nov 2011 55

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10.4.1

Memorandum to: Council

From: Vice Chancellor

Date: 29 September 2019

Subject: The Honorary Degrees and Awards Statute 1998: proposed amendments

At its meeting of 26 August 2019, Council asked me to review the Honorary Degrees and Awards Statute 1998, particularly to reflect its preliminary view that the contribution a current or retired staff member has made to the University in the course of their employment should not be grounds for the award of an honorary degree. This has provided the opportunity to review a number of other 10.4 matters.

Attached is a draft Honorary Degrees and Awards Statute 2019. The proposed changes from the 1998 version (attached) are:

1. Clause 2a - removal of the provision for award of a “Doctor of the University of Auckland”. This has not been used since 2001 and seems anomalous relative to the other doctoral degrees listed in the Statute 2. Clause 2a - removal of the provision for award of an honorary Masters degree. This seems to be out of step with modern practice. The last such award was made in 2004 3. Clause 7.1 b - removal of the provision that any other person may be nominated for an honorary doctorate on the advice of Education Committee acting for Senate. This clause does not seem necessary given the range of provisions in clause 7.1 a. Education Committee would not be the appropriate body to consider such a nomination and has not done so in at least the last 16 years 4. Clause 7.2 - deletion of the provision to confer an Honorary Masters on a professional staff member or a member of the academic staff who does not hold a degree. This reflects the preliminary view of Council that the contribution a current or retired staff member has made to the University in the course of their employment should not be grounds for the award of an Honorary degree, and is replaced with a new Clause 7.2 clause to that effect.

I sought from Senate at its meeting of 23 September any advice it wished to provide to Council on the academic consequences of these proposed amendments. Senate members did not have any advice to offer on the changes proposed but did advise:

1. That Clause 7.1.(a)(i) should be amended to read not “in creative or artistic fields” but rather “in fields relevant to the University” 2. That they would like to consider, and give further advice on, names for doctorates that better reflected the breadth of faculties in the University.

As I am not sure how long item 2 will take, I recommend that Council adopt the Honorary Degrees and Awards Statute 2019 (attached)

Stuart McCutcheon

Vice Chancellor

276 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING The Honorary Degrees and Awards Statute 2019 - The University of Auckland Page 1 of 2 10.4.2 The Honorary Degrees and Awards Statute 2019

Pursuant to sections 192 and 194 of the Education Act 1989 and section 20 of the University of Auckland Act 1961, Council of the University makes the following statute:

1 This Statute may be cited as the Honorary Degrees and Awards Statute 2019 and shall come into force on the 22 October 2019.

2 Council may at its discretion: a Confer the following honorary degrees: Doctor of Laws Doctor of Science Doctor of Literature Doctor of Music Doctor of Engineering

and b Award the title ‘Fellow of the University’ (‘Fellowship’). 10.4 3 University Honours Committee of Council shall consider nominations and make recommendations to the Council for the conferring of any honorary degree or fellowship under this Statute.

4 University Honours Committee shall henceforth consist of: a the Chancellor who shall be the Chair of the Committee b the Vice-Chancellor c the Pro-Chancellor d one member appointed by Council e two members of Senate elected by Senate f the student member of Council.

5 Council may, from time to time, approve guidelines for the award of honorary degrees and fellowships and, in making its recommendations, University Honours Committee shall ensure that it complies with all those guidelines.

6 Council may also, in its discretion and on the recommendation of University Honours Committee: a award the title ‘Professor Emeritus’ to a retired member of the academic staff who held the office of a Professor of the University immediately before their retirement b award the title ‘Distinguished Professor Emeritus’ to a retired member of the academic staff who held the office of a Distinguished Professor of the University immediately before their retirement c award the title ‘University Librarian Emeritus’ to a retired member of staff who held the office of University Librarian immediately before their retirement and who has a record of long and distinguished service to the University as the University Librarian.

7.1 University Honours Committee may recommend to Council, for the conferment of an Honorary Doctor’s degree: a Any person who: (i) is academically distinguished, or has made a distinguished contribution in fields relevant to the Unversity, and has, or has had, some intimate connection with the University or (ii) has shown strong interest in the well-being of the University by benefactions, or in other appropriate ways or (iii) is of international repute and is visiting, or has visited the University in an official capacity

7.2 The contribution a current or retired staff member has made to the University in the course of their employment shall not be grounds for the award of an Honorary Doctor’s degree

7.3 University Honours Committee may recommend to Council, for the conferment of a Fellowship, a person who: a has made a unique and valuable contribution to the University and b is not a permanent member of staff.

8 A nomination for the conferment of an honorary degree or a fellowship may be made by any three persons each of whom is a member of Council or of Senate or of both these bodies; and shall be made confidentially to the Vice-Chancellor in accordance with the relevant provisions of the guidelines in force under Clause 5 of this Statute.

9 The Honorary Degrees and Awards Statute 1998 is hereby repealed. https://www.calendar.auckland.ac.nz/en/genregs/general/honorary-degrees-and-award... 28/08/2019 277 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING The Honorary Degrees and Awards Statute 1998 - The University of Auckland Page 1 of 2 10.4.3 The Honorary Degrees and Awards Statute 1998

Pursuant to sections 192 and 194 of the Education Act 1989 and section 20 of the University of Auckland Act 1961 the Council of the University makes the following statute:

1 This Statute may be cited as the Honorary Degrees and Awards Statute 1998 and shall come into force on the 16 March 1998.

2 The Council may at its discretion: a Confer the following honorary degrees: Doctor of Laws Doctor of Science Doctor of Literature Doctor of Music Doctor of Engineering Doctor of the University of Auckland A Masters degree in any Faculty of the University; and 10.4 b Award the title ‘Fellow of the University’ (‘Fellowship’).

3 The University Honours Committee of the Council shall consider nominations and make recommendations to the Council for the conferring of any honorary degree or fellowship under this Statute.

4 The University Honours Committee shall henceforth consist of: a the Chancellor who shall be the Chair of the Committee b the Vice-Chancellor c the Pro-Chancellor d one member appointed by the Council e two members of Senate elected by Senate f the student member of the Council.

5 The Council may, from time to time, approve guidelines for the award of honorary degrees and fellowships and, in making its recommendations, the University Honours Committee shall ensure that it complies with all those guidelines.

6 The Council may also, in its discretion and on the recommendation of the University Honours Committee: a award the title ‘Professor Emeritus’ to a retired member of the academic staff who held the office of a Professor of the University immediately before his or her retirement b award the title ‘Distinguished Professor Emeritus’ to a retired member of the academic staff who held the office of a Distinguished Professor of the University immediately before his or her retirement c award the title ‘University Librarian Emeritus’ to a retired member of staff who held the office of University Librarian immediately before his or her retirement and who has a record of long and distinguished service to the University as the University Librarian.

7.1 The University Honours Committee may recommend to the Council, for the conferment of an Honorary Doctor’s degree: a Any person who: (i) is academically distinguished, or has made a distinguished contribution in creative or artistic fields, and has, or has had, some intimate connection with the University or (ii) has shown strong interest in the well-being of the University by benefactions, or in other appropriate ways or (iii) is of international repute and is visiting, or has visited the University in an official capacity or b Any other person approved for the purpose after consultation with Education Committee on behalf of Senate.

7.2 The University Honours Committee may recommend to the Council, for the conferment of an Honorary Masters degree: a any member of the professional staff who has given long and distinguished service to the University or

https://www.calendar.auckland.ac.nz/en/genregs/general/honorary-degrees-and-award... 10/10/2019 278 COUNCIL PART A OPEN AGENDA 21.10.19 - 10. OTHER MATTERS FOR DECISION OR NOTING The Honorary Degrees and Awards Statute 1998 - The University of Auckland Page 2 of 2

b any member of the academic staff who does not hold a degree or c any other person approved for the purpose after consultation with Education Committee on behalf of Senate. 7.3 The University Honours Committee may recommend to the Council, for the conferment of a Fellowship, a person who: a has made a unique and valuable contribution to the University and b is not a permanent member of staff.

8 A nomination for the conferment of an honorary degree or a fellowship may be made by any three persons each of whom is a member of the Council or of Senate or of both these bodies; and shall be made confidentially to the Vice-Chancellor in accordance with the relevant provisions of the guidelines in force under Clause 5 of this Statute.

9 The Honorary Degrees Regulations 1978 and The Fellow of the University of Auckland Statute 1992 are both hereby repealed.

10.4

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11.1.1

Memorandum to: Council

From: Vice Chancellor

Date: 9 September 2019

Subject: Reappointment of skills-based members of Council

Scott St John completes his third term as a skills-based (formerly co-opted) member of Council on 31 December 2019. He is entitled to be appointed for a fourth term by virtue of his second term being interrupted when the Council’s size was amended.

Jan Dawson completes her second term as a skills-based member of Council, also on 31 December 2019. She is entitled to be appointed for a third term. 11.1 Both Scott and Jan have indicated their willingness to be appointed for a further and final term of four years. This would seem highly desirable given their contributions to the Council, the transition to a new Vice Chancellor and the fact that there are likely to be a number of other changes in Council membership.

I therefore recommend that both Scott St John and Jan Dawson be appointed to the University Council as a skills-based members, each for a further term of four years.

Stuart McCutcheon

Vice Chancellor

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11.4.1

Internal Memorandum

Date: 11.10.19 To: Council From: Returning Officer CC: Subject: Election of the student representative on Council

The election of the student representative on Council for 2020 is now complete and Mr Junyi (Johnny) Wang has been elected for a one- year term (1 November 2019 – 31 October 2020). 11.4 KEY DATES

Event: Council election Date

Nomination process opened Friday 23 August

Nomination process closed Monday 9 September

Election voting opened Monday 30 September

Election voting closed Friday 4 October

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Summary of votes

Candidates Sum of all votes Sum of valid votes

Junyi (Johnnie) Wang 338 314 Wei Heng Pok 289 282 Spark Vulpa 132 126 Java Grant 75 75 11.4 Emma Rogers 68 67 Losena Lama Vea 58 55 Didier Chene 52 52 Hester Acharya 49 47 Daryl Stanley 27 27 James Hucklesby 27 26

Grand Total 1115 1071

Recommendation: That Mr Junyi (Johnny) Wang be appointed as the student representative on Council for a one year term (1 November 2019 – 31 October 2020).

Mrs Adrienne Cleland

Returning Officer

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11.5.1

Internal Memorandum

Date: 10.10.19 To: Council From: Chancellor CC: Subject: Shortlisting Committee for appointment of the Māori representative on Council

In accordance with the Council Appointments Statute 2019 and the Council Appointments Procedures, expressions of interest have been sought for the Māori representative on Council, the current term of the incumbent concluding on 31.12.19. The nomination period ended on 9 October 2019. Council is now required to appoint a sub-committee to shortlist the nominees. The members of the short-listing sub-committee are to be: 11.5  the Chancellor, who will chair the sub-committee  the Pro-Chancellor  the Vice-Chancellor  one other member of Council as nominated by Council, and  the Pro Vice-Chancellor (Māori) This sub-committee will meet in November. Council, at its meeting in December, will be presented with the names of the long list of candidates and copies of the Expressions of Interest of the short-listed candidates, together with the Report of the short-listing sub-committee.

Recommendation: that Council appoint a short-listing sub-committee as above and nominate the one additional member

283